Journal of Teacher Education and Lifelong Learning最新文献

{"title":"Risk Factors of the COVID-19 Pandemic in the Development of Preschool Children and Protective Factors","authors":"Neslihan Durmuşoğlu Saltali","doi":"10.51535/tell.855775","DOIUrl":"https://doi.org/10.51535/tell.855775","url":null,"abstract":"The coronavirus epidemic that erupted in Wuhan, China, in 2019, spread rapidly and affected the entire world. The fight against the epidemic has brought about many changes in people's lives and relationships, including preschool children, who are affected by the epidemic process. Preschool is a phase in which development is rapid and environmental factors have a high impact on development that encompasses many critical development phases. In this rapid development phase, the impact of the Covid-19 pandemic process on children is revealed by the ongoing daily scientific studies, which discussed protective factors and risk factors with regard to the development of preschoolers during the pandemic process, and was conducted in the form of a compilation within the framework of data collected from the literature. The study assessed the risk factors of preschool children as risk factors for physical motor development, risk factors for social development, risk factors for emotional development, and risk factors for cognitive language development. Factors that can play a protective role in this are defined jointly for all areas of development.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124277738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Long and Short-Term Effects of Problems Experienced by Young Children in Their Peer Relationships on Social and Emotional Development","authors":"H. G. Ogelman, Emine Nur Sonakin, Leyla Fetihi","doi":"10.51535/TELL.887763","DOIUrl":"https://doi.org/10.51535/TELL.887763","url":null,"abstract":"The purpose of this study is to examine the long and short-term effects of aggressive behaviour with peers, asocial behaviours with peers, and excluded by peers levels of preschool children on the social-emotional variables (making contact-social performance and self-control-thoughtfulness). In this study, where five-year- old children were included, the pre-school education teachers completed the Child Behaviour Scale (aggressive with peers, asocial behaviours with peers and excluded by peers subscales) and Social-Emotional Well-Being and Resilience Scale (making contact-social performance and self-control-thoughtfulness subscales). According to the findings of the study, the problems in peer relationships decreased in the second measurements compared to the first measurements, while the social-emotional variables increased in the second measurements compared to the first measurements. In the study, the three problems faced in peer relationships predicted at least one of the social-emotional well-being variables both in the short-term and the long-term. This result may be interpreted as the fact that peer relationships have strong effects on social and emotional development. Social-Emotional Well-Being and Resilience Scale (PERIK-in English: Positive development and resilience in kindergarten) (Making contact-social performance and self-control-thoughtfulness subscales): (Mayr and Ulich (2006) focused on well-being positive development concepts when developing this assessment tool. PERIK was developed based on the concepts of mental health, resilience, and school readiness. In a recent study related to the scale, the final form of the scale with six subscales and 36 items, was attained (Mayr & Ulich, 2009). The scale consists of five subscales. The subscales are as follows: Making contact-social performance, self-control-thoughtfulness, self-assertiveness, emotional stability-coping with stress, task orientation and pleasure in exploring. The scoring of the five- point likert scale is performed as follows: “Always=5, Usually=4, Partly=3, Seldomly=2, Never=1”. The highest and lowest scores to be obtained from each subscale are 30 and 1, respectively. The scale is completed by teachers in the name of children. PERIK was adapted to Turkish in 2018 (Durmuşoğlu Saltalı et al., 2018). In this study, making contact-social performance and self-control-thoughtfulness subscales were used. Within the scope of the study, the internal consistency coefficient was found to be .92 for the making contact-social performance subscale and .92 for the self-control-thoughtfulness subscale.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125561496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}