Journal of Early Childhood Studies

Early Childhood Sensory Development Support Program on Children Between the Ages of 60 and 72 Months in Terms of Their Development, Sensory Characteristics and Learning Behaviors

Ümmügül Tepe Kıroğlu — 2025-06-30

In this study, the effects of an Early Childhood Sensory Development Support Program on the development, sensory characteristics, and learning behaviors of children aged 60 to 72 months were examined. The research employed a quasi-experimental design with pre-test and post-test matched control groups using quantitative research methods. The study group consisted of typically developing children attending preschool institutions affiliated with the MEB. A convenience sampling method was utilized with analogous sampling. Data were collected through the LAP-3 Development Assessment Scale, Sensory Evaluation Form, and the Preschool Learning Behaviors Scale. The program, developed by the researcher, was designed as a three-stage module aimed at enhancing children's internal and external senses. The modules include sequential levels of initial, developmental, and complementary stages. The program was implemented for a total of 12 weeks, with five sessions per week, each lasting 50 minutes. The quantitative data from the research were analyzed using SPSS. Analyses included Independent Samples T test, Mann-Whitney U and ANCOVA. The results indicated that the developmental scores of the participating children increased, their sensory problems decreased, and significant differences were found in their attitudes and behaviors toward learning, such as attention and motivation. Thus, the applied Early Childhood Sensory Development Support Program had a significant impact on the development, sensory characteristics and learning behaviors of children in the experimental group. These findings were discussed in light of the literature, and suggestions for researchers were provided.

The Relationship Between Mothers’ Sharenting Behaviors and Their Opinions on Their Children’s Social Media Use

Kevser Kılıç — 2025-06-30

Sharenting is a recent concept and more research is needed for its outcomes. In addition, as a result of the widespread use of social media, it is also necessary to explore the opinions of mothers who engage in sharenting behaviors about their children's social media use. In this context, the study was conducted online throughout Türkiye with the participation of 410 mothers of children aged 36-72 months using a survey research model and convenience sampling. As a result of the study, it was seen that there was a significant relationship between the scores of the sharenting behaviors scale and the scores of the parents’ opinions on children's social media use scale. The study also found that the scores obtained from the sharenting behaviors scale were a significant predictor of the scores of the parents’ opinions on children's social media use scale, and there was a significant difference in terms of child's age, mother's age and mother's daily social media use variables.

A scale development study for parental attitudes towards outdoor activities in early childhood education

Sinem Güçhan Özgül — 2025-06-30

Although current education programs in Türkiye encourage the use of outdoor spaces, teachers are affected by parents' attitudes. Since the power of parental attitudes to affect the involvement of outdoor activities in preschool education practices is so evident, it is essential to examine these attitudes in detail and according to their possible sub-factors. However, the lack of a valid and reliable tool measuring these attitudes in the national literature constituted the main problem of the study. In this direction, the aim was to develop the "Parental Attitudes Scale on Outdoor Activities in Preschool Education - OAP-PAS" by collecting data from 303 parents with 36–72-month-old children. As a result of the exploratory factor analysis, it was seen that the scores obtained from the scale produced reliable results (α=.90) and had a two-factor structure. These factors were named "Development and Learning (α=.95)" and "Environment and Security (α=.76)". The analysis results indicate that the obtained measurements produced valid and reliable results. OAP-PAS, developed in this study, is a sufficient tool to produce statistically valid and reliable results consistent with literature.

The effects of educational program supporting thinking skills on social skills development and social problem-solving skills of 60-72 months children

Özge Özkan Kılıç — 2025-06-30

This study was conducted to examine the effect of the "Training Program Supporting Thinking Skills" (DBDEP), prepared using the Philosophy for Children Approach, on the social skills development and social problem-solving skills of children aged 60–72 months. In this study, the Personal Information Form, the

Preschool Social Skills Evaluation Scale (OSBED) (Teacher and Parent Form)

and the “Social Problem-Solving Skills Scale” were used as data collection tools. The study group of research consisted of 62 children aged 60-72 months who were studying in a preschool education institution affiliated with the Ministry of National Education in the 2023-2024 academic year. In the study, which lasted 12 weeks in total, the

Training Program Supporting Thinking Skills

prepared by the researcher was applied to the children in the experimental group in 24 sessions in 12 weeks, two sessions per week. As a result of the analysis of the data, it was concluded that the Training Program Supporting Thinking Skills applied to the experimental group provided a significant increase in children's social skills and social problem-solving skills.

Keywords: Preschool Education, Philosophy for Children, Social Skills, Social Problem-Solving Skills