Artigos de revistas sobre o tema "Children's literature, Turkmen"

Turkish world; with its culture, literature, literary products, dialects, it creates a great field of study for scholars and researchers. One of these fields of study is the Turkish World Children’s Literature and Children’s Folklore, which was formed by the culture, literature and language of Turkish communities. In the context of children’s literature and children’s folklore, the Turkish world stands before us as the representative of a rich tradition, both with its poets and writers, with its existing oral and written literary accumulation, and with all kinds of literary products. In this context, an analytical bibliography has been created by including scientific and literary works published in Turkey related to Turkish World Children’s literature and Children’s folklore. Eighteen works identified as a result of the researches were evaluated under two headings as children’s literature and children’s folklore. The identified works were examined one by one and information was given about the purpose, scope and conceptual framework of these studies. Some of the works examined are anthologies, some of them are examinations, and some of them are both anthologies and examinations. As a result, while many studies, scientific and literary works related to Turkish world literatures have been brought to light in Turkey, it has been determined that the studies prepared in the fields of Turkish World Children’s literature and Children’s folklore are qualified but not numerically sufficient. Keywords: Turkish World, Children’s Literature, Children’s Folklore, Bibliography.

The present study is conducted to examine how foreign language education may affect preschool children's native language development. The study was carried out with 70 children who were 48-60 months-old and attending a public preschool in Alanya, a district of Antalya, in Turkey. The Solomon Four-Group Design was used. Children’s native language skills were assessed via the Turkish Early Language Development Test (Tedil-3) and the experimental process took 8 weeks. Mann Whitney U and Wilcoxon Signed Ranks Tests were used in the analysis of the data as the data did not show normal distribution. After determining the effect of the experimental procedure, the children included in the control groups were subjected to the same experimental procedure for 8 weeks under the “right to benefit from the experiment process” which has never been applied before in any studies in Turkey. The findings were discussed within the framework of the literature and various suggestions were presented.

The forest school approach, implemented in an increasing number of schools globally, offers opportunities for children to explore and engage in activities in natural settings. In the preschool period, considered critical for children's overall development at the beginning of their lives, being intertwined with nature supports children’s becoming active learners. In early years education, in this manner, programs are formed based on children's developmental and individual needs through the Preschool Education Program developed by the Ministry of National Education and implemented in 2013 to engage students actively. As all early-year institutions in Turkey are required to follow the guidelines in this program, this study aims to examine the connection between the program and the forest school approach to highlight similarities and differences so that the place of the forest school approach in the program can be understood. The data consisted of program documents and an extensive literature review on the forest school approach. In addition, in order to analyze the data, we engaged in document analysis. Results showed that the preschool program and the forest school approach coincided. Therefore, it is suggested that preschool programs in early years classrooms should include more nature-related activities.

Drawing on the translations of sexuality in five Turkish translations of children’s literature, this paper starts with introducing the origins, developments, and trends of gender as well as the dilemma between gender pedagogy and taboo issues closely related to the sexuality and body politics in children’s literature and its translation in different contexts. Particularly focusing on the context of Turkey where sexuality and body politics have always been controversial issues, the paper intends to shed some light on the matter. Thus, the examination of Turkish translations of children’s literature can yield eye-opening outcomes in terms of the understanding of sexuality and the travel of sexual and body-political content from one context to another.

Abstract An extensive literature examines the intergenerational spillover effects of education, but evidence on the causal effects of children's education on their parents’ outcomes is scarce. This paper estimates the spillover effects of children's schooling on their mothers’ attitudes toward domestic violence in Turkey. To identify the causal effect of children's schooling, we take advantage of a reform that took place in Turkey in 1997 and expanded compulsory schooling from five to eight years. Using a regression discontinuity design based on monthly birth cohorts and data from the 2008 and 2013 waves of the Turkey Demographic and Health Surveys, this paper shows that mothers whose eldest daughters were exposed to higher compulsory schooling are by 12 percentage points less likely to find domestic violence justifiable, which represents a decrease by 43 percent. We find no similar effect for boys’ schooling. Our findings demonstrate that children's schooling can have impacts on their parents’ attitudes, and such effects are likely to vary by the gender of the child.

Abstract: "Not only children's literature, but every literary writer should be able to see the world through the eyes of others. The writer should know how to get rid of his/her own identity; he/she should understand and describe what is going on through the eyes of women, men, old people, children, animals, trees, the good and the bad. Then his/her writings will be authentic, sincere and will convince the reader."

Children are important actors in the urban areas of Turkey since they make up the largest demographic group. Therefore, the reasons behind their being regarded as ‘passive’ should be re-examined, in view of the fact that they live and work in, and create and recreate the city. The purpose of this study is to elaborate the children’s right to the city concept from two different points of view using liberal and radical approaches within the theoretical framework provided by Marcuse in the right to the city discourse. The reason for choosing Marcuse is that at some points, his arguments meet with both a liberal and radical understanding of the right to the city. Therefore, these two approaches will be compared regarding children’s right to the city in Turkey in light of related literature. In the last part of the study, children’s right to the city will be discussed from these two perspectives with the particular case of street children derived from findings in the literature. It is revealed that while there are significant developments in Turkey at local and international level in terms of children’s right to the city and street children, there is still a need for a strengths-based perspective which positions children as active agents making decisions about their own lives and formation of urban space.

This article is based on a systematic content analysis of Milliyet Çocuk, a children's magazine published by a left-leaning publishing house in the politically polarised context of Turkey in the late 1970s. It outlines the socio-political and cultural context, defines Milliyet Çocuk's position in the structure of the publishing field and questions how a non-majority group made space for themselves in a nation's children's literature. The archival material used in this article has been collected for the course New Perspectives in Cultural History, taught by Prof. Cengiz Kırlı. My research is funded by the Swedish Institute.

The administration of individually administered measures has been a common practice in psychology for more than 100 years. Observations of test behaviors acquired under these conditions enhance our understanding of behavior and enable us to evaluate the quality of test data. This article reviews research related to test behaviors with children and youth, describes two models for their use, discusses psychometric data associated with one standardized measure of test behaviors, the Guide to the Assessment of Test Session Behavior, and presents a case study. One research study using the GATSB with children in Turkey also is presented.

AbstractThis study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's development was assessed using the Ages and Stages Questionnaire for both samples. Different versions of the Peabody Picture Vocabulary Test were used for Turkish and US samples, to measure receptive language development. Results revealed similar patterns, with some differences, between the two countries. Receptive language predicted only communication and personal–social scales in the Turkish sample, while the US children's receptive language skills were associated with communication, problem solving, personal–social, and fine and gross motor development scales. These results were discussed in the context of each country, and the comparative conclusions contribute to the extant literature by illustrating the importance of language for three domains.

Children’s literature and art activities are not only useful for creativity but also quite functional for education through new understanding in the contemporary perspectives about learning. For instance, philosophy for children is a wide-spread methodology to reveal children’s potentials by building a “community of inquiry” at classrooms. Children’s books and animations can provide a magnificent starting point for those philosophical discussions. However, in many societies, children and young people are still underestimated that the usual point of view about children’s literature used to include ‘softer’ topics, which is likewise to be ‘censored’ compared to literature in general. All products for children have usually function to cultivate new generations according to traditional discourse underlying in society. The essential purpose of this paper is to reveal possibilities to shape traditional discourse into an expanded perspective with children utilizing discussion and critical thinking. It is supposed to analyze the artworks for children in variable ways, by embodying discourse within. In between education and entertainment, cultural products also expected to be age-appropriate. Besides the relation between adult-children distinction and all cultural products, specifically produced ‘for’ children, how children see themselves is directly related to how they interpret cultural products. In this paper, two short animations, Alike, and Ian which were watched together with a group of children in a private secondary school in Istanbul, Turkey, will be analyzed through children’s perspectives, with their expressions.

Pediatric anesthesia is one of the most concerning topics in our society. However, there is still a lack of a comprehensive overview of the research base and of future trends. This study aimed to guide beginners quickly learn the academic research on pediatric anesthesia and do their own studies by analyzing the articles of this field in the latest 21 years through bibliometric analysis. Literature scanning was conducted with the Web of Science database. Microsoft Excel, SPSS, VOSviewer, and CiteSpace were in this review. There was an increasing trend of articles on pediatric anesthesia, based on the analysis of 11,591 included articles. The top 3 most productive countries were the United States of America (4538), Canada (730) and Turkey (688). The most productive institutions were Boston Childrens hospital, Childrens Hospital Philadelphia and Ohio State University. Tobias, Joseph D (141), Kim, Hee-Soo (40) and Curley, Martha A Q (38) were the most active authors. Habre W (2017), Gross JB (2002) and Cravero JP (2009) are the articles cited more than 100 times during the analysis years. Anesthesia and Analgesia, Anesthesiology, Pediatric Anesthesia, were the core journals in this field. Cohort, simulation, sleep, postoperative complication are strongest burst keywords in recent years. This article summarizes the authoritative institutions, authors, literatures and frontier hotspots on pediatric anesthesia. Itwill be a valuable literature review and help beginners to quickly get started in the field, reduce unnecessary clueless and aimless learning, and greatly improve learning efficiency.

The purpose of this study is to investigate outdoor play experiences of preschool children in Turkey and to compare the experiences of these children with previous generation. The sample of the study consists of 398 parents with children aged 3-6 years old attending to a pre-school education institution in the province of Adana, a city located in the south of Turkey. The questionnaire of “the parents and children’s outdoor play experiences”, which was based on the study of Clements (2004) was adapted by the researchers and was used as the data collection tool. While the quantitative data were analysed through frequency and percentage, the qualitative data were analysed by means of content analysis. Results revealed that today’s children got involved in outdoor play activities significantly less than their parents did. Health conditions, safety concern, lack of environmental opportunities and use of technological device (computer, television, tablet pc etc.) were reported as the main reasons of the findings in the present study by parents. The results show similarity with the related literature.

When literature is examined, it is seen that generally there are descriptive studies examining the effects of young children with autism in a certain age or age range on their parents’ marital and family relationships as well as psychological conditions such as mourning, stress, anxiety, and depression. Longitudinal studies on the social experiences of parents of children with autism are scarce. It was observed that there was not a longitudinal study in Turkey, evaluating the emotional processes parents live through from the years when their children are diagnosed with autism until the university education, the changes they experience in family relations, the problems they encounter in their children’s education process, and the emotional-social support services they receive/do not receive. This study is a qualitative study that examines the 15–16 years of experience of autistic children’s parents by analyzing video interview records that were carried out using a semi-structured interview form. The results were examined under seven themes and five sub-themes, and the results that were obtained were in accordance with the literature.

When examined the national and international literature, there are very few studies on the social profiles of the artists working in the fields of children and youth literature. The scarcity of existing studies in the field in terms of quantity has been the starting point for this study. In this study, the profiles of 577 authors in Hasan Latif Sarıyüce's encyclopedia of Turkish children's and youth literature were examined in terms of gender, date and place of birth, educational status, father's profession, own profession, literary genre, the number of awards they received, and foreign expansion variables. The study was qualitative, and the data were analyzed using content analysis technique. According to the results obtained in the study, it is evident that the number of authors who wrote works in the field increased after the Republic period. The gender role of most authors was male. The artists were mainly born in the western provinces of Turkey. The fathers of the artists were mostly soldiers, teachers, and members of parliament. When the professions of the artists are examined, it is seen that they are mostly teachers, authors, and civil servants. It has been seen that artists mostly produce poems, stories, and novels. Few artists in the field have received awards. The number of authors whose works have been translated into foreign languages is also very low. Some suggestions are presented based on the findings obtained from the study.

The purpose of the research is to determine the issue of publishing and promoting the example of Ottoman literature in the Azerbaijani children's press at the beginning of the 20th century, to analyze the degree of relevance of the selected works and their role in the formation of children. Historical-comparative and typological methods were used in the article, and analysis-synthesis methods were used during the analysis of practical examples. Deductive and inductive methods were also used during the analysis of artistic material and the explanation of a number of scientific and theoretical ideas. In the period from the second half of the 19th century to the beginning of the 20th century, Azerbaijan-Turkey literary relations, the attitude to the problems of Turkish literature in Azerbaijan's literary and cultural environment, both theoretically and factually, are quite broad and comprehensive. It is especially important to study the literary and cultural relations of the two peoples at all stages. In this article, the promotion and presentation of Turkish literature in the Azerbaijani press of the beginning of the 20th century is reflected, and the scientific novelty of the research is related to this. The main result obtained is that among the literary products published in the mentioned magazine, priority was given to works on national self-awareness, patriotism, freedom, nature, science, education, etc.

The present study aimed to determine the link between self-regulation skills of pre-school children and mothers’ attitudes towards parenting. The research was performed with 392 mothers living in Hatay/Turkey with children aged 4-6. The data were collected using “The Self-Regulation Skills Scale for 4-6 year-old Children” and “The Parental Attitude Scale-Mother Form”. The results indicate that girls have higher attention and behavioral regulation skills compared to boys. While children’s working memory varies by age, it was seen that the order of birth did not change self-regulation scores. Parental attitudes are more negative among mothers aged 40 and over than those of younger ones, and mothers who completed primary education have lower levels of efficacy perceptions and show less affection to their children compared with high school and higher education graduates. A moderate positive correlation was discovered between the self-regulation skills of children and mothers’ parental attitudes. The results are discussed within the scope of the related literature and recommendations are offered.

<p><strong>Abstract</strong></p><p>Children's magazines are literature products that are published in several literary genres and can be considered suitable for children's ages and development levels. Following the developments in scientific subjects, the magazines are eager to develop children's creativity; some magazines try to appeal to children's world by addressing different sports, lifestyles, technology, animals, or geographical themes. These magazines include funny word puzzles, short and clear information, poems, current affairs, experiment with children in scientific studies and supports every page with photographs, cartoons or pictures in accordance with its content. This research aims to evaluate the children's magazines published in Turkey in terms of activities and student opinions. In this study qualitative model is used to evaluate the research questions of "What kind of activities are there in children's magazines?” and “How are student opinions about child magazines?”. The data of the research were obtained by document review and interview technique. Data were analyzed by content and descriptive analysis techniques. The data of this study were collected from the numbers of children's magazines published in Turkey during 2016-2017. There are limited or no puzzles and competitions in the magazines. It seems that puzzles, game, hand-design skill development, experiment-observation activities and the part that comes from you are taken care of. Students prefer magazines with scientific qualities in general. They say that puzzles, crosswords, experiments, games, etc. should be increased in the magazines.</p><p> </p><p><strong>Öz</strong></p><p>Çocuk dergileri, çocukların yaşlarına ve gelişim seviyelerine uygun, duyularına hitap edebilen, birçok edebi türü içinde barındıran, süreli aralıklarla yayınlanan çocuk edebiyatı ürünleridir. Bilimsel konulardaki gelişmeleri takip eden dergiler, çocukların yaratıcılığını geliştirmeye heveslendirirken; bazı dergiler de, farklı sporları, yaşam biçimlerini, teknolojiyi, hayvanları veya coğrafi temaları ele alarak çocukların dünyalarına hitap etmeye çalışırlar. Eğlenceli bulmacaların olması, kısa ve net bilgiler sunması, şiirler bulunması, güncel olayların takip edilebilmesi, bilimsel çalışmalar doğrultusunda çocuğa deney yapma olanağı sunması ve içeriğine uygun olarak her sayfanın fotoğraf, karikatür veya resimlerle desteklenmesi, çocuk dergilerinin öne çıkan özellikleridir. Bu araştırma Türkiye’de yayınlanan çocuk dergilerinin etkinlikleri ve öğrenci görüşleri bakımından değerlendirmeyi amaçlamaktadır. Bu çalışma kapsamında: “Çocuk dergilerinde ne tür etkinlikler bulunmaktadır?” ve “Çocuk dergileri ile ilgili öğrenci görüşleri nasıldır?” sorularına cevap aranmıştır. Bu araştırmada nitel model kullanılmıştır. Araştırmanın verileri doküman incelemesi ve görüşme tekniği ile elde edilmiştir. Veriler içerik ve betimsel analiz tekniği ile analiz edilmiştir. Bu çalışmanın verileri, Türkiye’de 2016-2017 yıllarında yayınlanan çocuk dergilerinin sayılarından toplanmıştır. Dergilerde, bilmece ve yarışma etkinliklerine sınırlı sayıda ya da hiç yer verilmediği görülmektedir. Bulmaca, oyun, el-tasarım becerisini geliştirme, deney-gözlem etkinliklerine ve sizden gelenler bölümüne yer verilmesine özen gösterildiği görülmektedir. Öğrencilerin, genel olarak bilimsel nitelik taşıyan dergileri tercih ettikleri görülmektedir. Öğrenciler dergilerde bilmece, bulmaca, deney, oyun vb. etkinliklerin artırılması gerektiğini belirtmektedirler.</p>

<p>In the research, an explanatory case study was carried out which is a kind of qualitative research. By presenting a model implementation, how to create outdoor centers and teachers’ views on the designed model are introduced with the purpose of making a contribution to teachers and preschool education institutions. Within this framework, by receiving opinions of teachers, an outdoor space design was made, and by the end of a 2 month work, 12 centers (art, music, playing house, writing, balance, eye-hand coordination, vegetable, fruit, book, performance, sensory) were created in the garden of research and application kindergarten of a university. After 6 teachers used the design in the 2 month education period, their opinions are received. Teachers expressed the efficiency of center designs in the garden in terms of supporting children’s development and implementing educational programs. Model implementation was described in detail and was discussed with the related body of literature. A design was made regarding how center implementation which will support children development in the best way can be formed using low-cost waste and natural material. The model is thought to raise awareness about putting outdoor space in good use.</p>

Abstract Background Resilience is an important protective factor for psychological wellbeing. According to the previous literature, physical activity level and digital game playing are likely to impact anxiety level. Objective The present study aimed to identify the role of resilience, doing physical activity, and playing digital games on gifted children's anxiety levels during the Pandemic period in 2021 in Turkey. Method The sample consisted of 199 gifted students. Anxiety was measured using the Spielberger's State Anxiety Inventory. Resilience was measured using The Brief Resilience Scale. The physical activity and online/digital game-playing were measured using two open-ended questions. Results Results provided evidence that resilience had a strong negative association with anxiety among gifted students during the Pandemic period (β = -.59, p<.001). Doing physical activity was associated with anxiety among gifted boys (β = -.16, p<.001) but not girls. Finally, digital game playing was associated with anxiety among neither girls nor boys. Conclusions These results reflected the importance of resilience for anxiety.

AbstractIncreasing rates of body weight of children has become a motivation for investigating active transportation to school during the past years. Lack of proper data covering different geographical contexts is a problem seen in the literature of this subject. The present paper reports the findings of a recent survey on nine cities in seven European countries funded by the European Commission. The objective of the survey was to provide data covering several topics in relation with active commuting to school and body mass index, such as parental perceptions of safety and security, neighborhood facilities, land use characteristics, etc. in different regions of Europe in a way that cross-sectional comparisons between regions and city sizes is facilitated. For that, 2735 children/parents were handed out questionnaires, from whom 1424 filled out the questionnaires (response rate: 52%). This led to 1304 validated questionnaires. The respondents studied in 21 elementary schools of Foggia, Italy; Berlin, Germany; Thessaloniki, Greece; Rijeka, Croatia; Utrecht, The Netherlands; Łódź, Poland; Konstantynow, Poland; Malatya, Turkey, and Doğanşehir, Turkey as of March 2016 until January 2017. The survey instrument enables development of continuous and categorical variables for empirical research with strong focus on the built environment using the aggregate data provided by this study. It is expected that the output data eases production of knowledge about less-studied European contexts as well as cross-sectional comparison of results with more studied areas of Western Europe.

Background: Hospitalisation affects children’s quality of life (QoL) regardless of illness, treatment and care. Aims: The objective of this study was to create an instrument for evaluating QoL of hospitalised children aged 7 to 18 years. Methods: Initially, 46 items for the preliminary Hospital Quality of Life for Children Scale (HQL-children) were developed through a combination of literature reviews and individual interviews. The study was conducted with 230 participants from a general paediatric ward of a hospital. Exploratory and confirmatory factor analyses were conducted to examine the construct, convergent and discriminant validities of the measure. Criterion validity was assessed by confirming split-half reliability, whereas reliability was established using Cronbach’s alpha coefficient. Results: The HQL-child scale consists of 17 items and the total variance is 51.14%. The scale is categorised into five sub-dimensions: illness, fear, activity, hospital and perception. The scale demonstrated construct, convergent and divergent validity, discriminant and split-half reliability, with Cronbach’s alpha coefficient 0.75. Conclusions: The scale is a promising instrument to determine children’s perception by capturing their experiences on hospitalisation. Assessing the QoL in hospitalised children is crucial for enhancing patient satisfaction and facilitating the development of health policies based on patient self-reporting in Turkey.

The determinants of children’s independent school mobility and the contextual discrepancies between these determinants have not been comprehensively investigated in previous studies. It is important to examine these determinants because independent school mobility is associated with children’s physical activity, according to the literature. This paper examined the associations of different groups of variables such as household, mobility, perceptions, and the built environment with independent school mobility of children between 9 and 12 years using a sample of 1304 girls (50.9%) and boys (49.1%) in seven European countries. The sample was analyzed by Multinomial Logistic Regression, Chi-square test of independence, and Proportional Reduction in Error methods. According to the findings, father’s and mother’s commute mode choice, child’s mode choice of commute to school, child’s bike ownership, parent’s perception of safety, parent’s evaluation of bike lane and sidewalk quality, child’s commute distance, number of driving licenses in the household, accessibility of public transport, and population density in the neighborhood and around the school proved to be very strong and significant determinants of children’s independent school mobility in the Europe-wide sample. The comparison of the levels of independent school mobility did not show any significant differences between high-income countries such as Germany, Italy, and the Netherlands, and emerging economies and developing countries like Poland, Greece, Turkey, and Croatia. However, a direct comparison between Poland (emerging economy) (33.6%) and the Netherlands (high-income) (31.7%) revealed significant differences in the level of independent school mobility. This study found the motives for this discrepancy due to the significant difference in bike ownership, the number of household members working outside of the house, household size, commute distances of parents, and driving license possession.

This study presents the methodological discussion of the fieldwork of the project named “’Being educated is a distant dream to us’ Dom and Abdal Children’s Education in Turkey: The cases of Antep and Urfa”. Focusing on the processes that make it difficult and easier to reach the participants in the field, this study analyses the situations that play a role in the insider/outsider positioning of the researcher in the interviews held with a “fluid” method. While the power relations between the researcher and the participant are handled with an intersectional perspective, the dilemmas in researcher’s role to providing of well-being of participants in projects conducted with disadvantaged participants are discussed through feminist ethic. Although there are many studies on disadvantaged communities such as Dom and Abdal in Turkey, there are not many studies focusing on methodological discussions. Aiming to fill this gap in the Turkish literature, this study will propose to researchers who focus mostly on Gypsy/Nomadic communities working in precarious and low-income jobs, to refer to feminist method discussions. Since, the feminist method provides an understanding ground that will enable the researcher to realize the hierarchies in the field, the instability of "privileged" positions, and the subjectivity of the participants.

Nurses are in a key role to protect the health of immigrant children. Nurses can determine the negative effects of migration on child health and descrease.The aim of this study is to examine the effects of migration on children's biological and mental health.In this study is a systematic review. Any limitation in terms of years covered in the literature scanning TÜBİTAK-ULAKBİM EKUAL (National Academic license for electronic resources) on the search engine. In this process, “migration’, “child health”, “Turkey’ being the key words were used. Inclusion/exclusion criteria at the end of the eliminations made in accordance with the scope of research 6 working have been taken. According to these sources, the effect of migration on Child Health in Turkey is discussed.This systematic review has been investigated in six research papers. Reviewed researches in this study were conducted between 2001 and 2015. Five of the examined research was descriptive and one was a qualitative desing. It found that in this study migrated children have nutrition, shelter, hygiene and psychosocial problems. ÖzetHemşireler göçmen çocukların sağlığını korumak için önemli bir rolü vardır. Hemşireler, çocuk sağlığı üzerine göçün olumsuz etkilerini belirleyebilir ve azaltabilirler.Bu çalışmanın amacı göçün çocukların biyolojik ve zihinsel sağlığı üzerine etkilerini incelemektir.Bu çalışma sistematik derleme türündedir. Kapsadığı yıllar açısından herhangi bir sınırlama yapılmaksızın literature taraması TÜBİTAK-ULAKBİM EKUAL (Elektronik Kaynaklar Ulusal Akademik Lisansı) arama motorunda yapılmıştır. Bu süreçte “göç’’, “çocuk sağlığı”, “Türkiye’’ anahtar sözcükleri kullanılmıştır. Dahil etme/dışlama kriterleri doğrultusunda yapılan elemeler sonunda araştırma kapsamına 6 çalışma alınmıştır. Bu kaynaklara göre, Türkiye'de göçün çocuk sağlığına etkisi tartışılmıştır.Bu sistematik derlemede altı araştırma makalesi incelenmiştir. Derlemeye dahil edilen araştırmalar 2001 ve 2015 yılları arasında yapılmıştır. Araştırmada incelenen 5 çalışma tanımlayıcı ve bir çalışma kalitatif tiptedir. Bu çalışmada göçmen çocukların beslenme, barınma, hijyen sorunları ve psikososyal sorunlarının olduğu belirlenmiştir.

This study examines how parents’ marital relations and the explicit and implicit messages conveyed by mothers to their children about their fathers affect father-child relationships. A homogeneous sampling method was used to select as the participants nine women and seven men, aged 18-20 (x = 18.88), all of whom were students in the Departments of Turkish Language (N=6), Mathematics (N=5), and Psychological Counseling at Marmara University in Istanbul, Turkey. The data were collected using the semi-structured, in-depth interviewing technique and were analyzed using Interpretative Phenomenology Analysis. This study identified three overarching themes as part of the analysis: (i) children’s varying interpersonal boundary relationships with their parents, (ii) relationship issues in the parents’ marriage which affect the father-child relationship, and (iii) inconsistency in the messages conveyed by mothers regarding the fathers. The findings are explained within the contexts of Turkish culture, family therapies, and the extent literature on fatherhood.

Turkish language went into effect along with the arrival of the Ottomans to the Island in 1571. Since then the Turkish Cypriots have been using Turkish in expressing their customs and traditions and activities. Currently 400.000 people Turkish people on the Island speak, write and broadcast in Turkish. Soon after adapting the use of Latin alphabet by Atatürk in Turkey, the Turkish Cypriots began to use the new alphabet as their official language. At present, besides the Atatürk Teacher Academy, training primary education teachers, there are eight universities in North Cyprus. In all these institutions there are Turkish Language and Literature, Turkish Teaching departments and Turkish Preparatory Schools for overseas students. In this respect, our aim is to determine the primary school teachers’ (ATA graduates) criterion principles in selecting children’s books. The subject question will be dealt with in four sections. The first section includes introduction, under which the problem, aims, significance, numerical data, limitations, and definitions are dealt with. The second section discusses methodology, research model and stages through examples, data collection, analysis, and interpretation. Findings and interpretation will be presented in the third section. The summary, discussion and suggestions will be the scope of the fourth section. Keywords: Children Books, Turkish Education, Primary Education, Traditional Literature, North Cyprus

The development of creative thinking skills in student pedagogical activities can form a personality structure, which contributes to improving their professional culture and the effectiveness of the educational process. One form of stimulant that can be given to students is to make students creative in making children's literary works. The population in this study were 4th semester studentsof PGSD study program at IKIP PGRI Wates who took children's literature courses. This study aims to determine whether there is an influence of the level of student creativity on the ability to make children's literature. The influence of student learning creativity on the achievement of learning outcomes by 23% shows the tendency of the results of making children's literary works to significantly depend on the creativity of students. From the results of the study it can be concluded that the higher the creativity of students, the higher the ability to make children's literature is achieved. Keywords: Creativity, Students, Children's Literature REFERENCES Borodina, T., Sibgatullina, A., & Gizatullina, A. (2019). Developing Creative Thinking in Future Teachers as a Topical Issue of Higher Education. Journal of Social Studies Education Research, 10(4), 226–245. Bozhkova, G. N., Shastina, E. M., Kalimullina, O. V., & Shatunova, O. . (2019). Study of literary images of gifted characters in optional activities as a means to develop capable and talented youth. Space and Culture, 7(1), 264–273. https://doi.org/10.20896/saci.v7i1.463 Byrge, C., & Tang, C. (2015). Embodied creativity training: Effects on creative self-efficacy and creative production. Journal Thinking Skills and Creativity, 16(1), 51–61. https://doi.org/10.1016/j.tsc.2015.01.002 Djuanda, D. (2014). Pembelajaran sastra di SD dalam gamitan Kurikulum 2013. Mimbar Sekolah Dasar, 1(2), 191–200. https://doi.org/https://doi.org/10.53400/mimbar-sd.v1i2.882 Faidah, C. N. (2018). Dekonstruksi sastra anak: mengubah paradigma kekerasan dan seksualitas pada karya sastra anak Indonesia. KREDO: Jurnal Ilmiah Bahasa Dan Sastra, 2(1), 126–139. https://doi.org/10.24176/kredo.v2i1.2458 Hidayatullah, A. (2018). Tema dan gaya bahasa puisi siswa SMP: kajian struktural. Journal of Language Learning and Research (JOLLAR), 2(2), 1–11. Kacan, S. D., & Sahin, F. (2015). An Inquiry Concerning the Characterıstics of the Creative Person. Journal of Education and Practice, 6(27), 86–89. Kotluk, N., & Kocakaya, S. (2018). Culturally Relevant/Responsive Education: What do teachers think in Turkey. Journal of Ethnic and Cultural Studies, 5(2), 98–117. https://doi.org/10.29333/ejecs/123 Perry, A., & Karpova, E. (2017). Efficacy of teaching creative thinking skills: A comparison of multiple creativity assessments. Journal Thinking Skills and Creativity, 24(1), 118–126. https://doi.org/10.1016/j.tsc.2017.02.017 Prastiwi, K., & Sudigdo, A. S. (2022). Analisis nilai pendidikan karakter pada buku dongeng dan cerita rakyat untuk siswa sekolah dasar. TRIHAYU: Jurnal Pendidikan Ke-SD-an, 8(2), 1398–1401. https://doi.org/10.30738/trihayu.v8i2.11825 Ramdani, A., & Artayasa, I. P. (2020). Keterampilan berpikir kreatif mahasiswa dalam pembelajaran IPA menggunakan model inkuiri terbuka. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 8(1), 1–9. https://doi.org/10.24815/jpsi.v8i1.15394 Ritter, S. M., Gu, X., Crijns, M., & Biekens, P. (2020). Fostering students’ creative thinking skills by means of a one-year creativity training program. PLoS ONE, 15(3). https://doi.org/10.1371/journal.pone.0229773 Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2020). Creative thinking skills of prospective physics teacher. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1521/2/022012 Sani, R. A. (2019). Pembelajaran berbasis HOTS. Tira Smart. Schoevers, E. M., Leseman, P. P., Slot, E. M., Bakker, A., Keijzer, R., & Kroesbergen, E. H. (2019). Promoting pupils’ creative thinking in primary school mathematics: A case study. Thinking Skills and Creativity, 31(1), 323–334. https://doi.org/10.1016/j.tsc.2019.02.003 Siburian, J., Corebima, A. D., Ibrohim, I., & Saptasari, M. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research, 19(81), 99–114. https://doi.org/10.17051/ilkonline.2021.01.029 Sit, M., Khadijah, Nasution, F., Wahyuni, S., Rohani, Nurhayani., Sitorus, A. S., & Lubis, H. Z. (2016). Pengembangan Kreativitas Anak Usia Dini Teori dan Praktek. Perdana Publishing. Sulasih, E. S. (2018). Pengaruh Minat Membaca Karya Sastra dan Kreativitas terhadap Keterampilan Menulis Novel. Jurnal Pujangga, 2(2), 24. https://doi.org/10.47313/pujangga.v2i2.392 Utami, W. T. P., & Trisnani, N. (2021). Pengembangan dongeng berbasis augmented reality sebagai bahan literasi dalam masa pandemi. Taman Cendekia: Jurnal Pendidikan Ke-SD-an, 5(2), 686–695. https://doi.org/10.30738/tc.v5i2.11080 Vally, Z., Salloum, L., Al Qedra, D., El Shazly, S., Albloshi, M., Alsheraifi, S., & Alkaabi, A. (2018). Examining the effects of creativity training on creative production, creative self-efficacy, and neuro-executive functioning. Journal Thinking Skills and Creativity, 31(1), 70–78. https://doi.org/10.1016/j.tsc.2018.11.003 Wati, N. S. (2019). The Effect Of Creativity Toward Students’ Achievement in Writing Ability. Pedagogy: Journal of English Language Teaching, 6(2), 141–147. https://doi.org/10.32332/pedagogy.v6i2.1330 Zuriyah, N. (2006). Metodologi Penelitian: Sosial dan Pendidikan Teori-Aplikasi. PT. Bumi Aksara..

Learners vary in the acquisition of foreign language learning. Among these are the gifted learners. What makes gifted learners unlike is that they acquire rapidly and they are good at thinking differently and creatively. Moreover, they have curiosity, attention, a superior memory and an excellent ability to learn a language. Remarkably, they are independent enough to reject something purposely when it seems pointless. Besides, they can perceive the world as competently as an adult, and they are even different from each other that make it difficult to define their character correctly and to prepare a lesson plan that meets their needs exactly. Therefore, when we consider this challenging character, teachers need a particular lesson plan that helps them cope with gifted children’s challenging character. This study aims to review the literature about gifted children to identify the needs and nature of them and suggest a lesson plan framework for EFL learners which includes the standard functions and skills required by the implemented syllabus in Turkey to help the teachers design their lessons according to gifted learners’ needs and nature. Keywords: gifted, EFL, process-based, syllabus, curriculum;

Digital storytelling is often used in various contexts today, especially in the world of education. Many educators have followed this trend in early childhood education (ECE). This study examines the application of digital storytelling in ECE in Indonesia. Using a systematic literature review (SLR) a method, this research is a qualitative approach which is also known as a meta-synthesis. The literature reviewed was 15 articles from 56 articles that researchers found in the Google Scholar database. The results show that digital storytelling serves as an important method and medium to ensure children's learning experiences are enjoyable. In general, it is used in ECE in Indonesia through simple technology. This technology can enhance a story or fairy tale by making it more fun, interesting, communicative, and dramatic. However, the findings of this review of studies and methodological gaps have implications for ECE policy, practice, and research in Indonesia. Keywords: digital storytelling, early childhood education, storytelling trend in Indonesia References: Agosto, D. E. (2016). Why storytelling matters: Unveiling the literacy benefits of storytelling. Children and Libraries, 14(2), 21–26. Ahmad, I. F. (2022). Urgensi Literasi Digital di Indonesia pada Masa Pandemi COVID-19: Sebuah Tinjauan Sistematis. Nusantara: Jurnal Pendidikan Indonesia, 2(1), 1–18. https://doi.org/10.14421/njpi.2022.v2i1-1 Aisha, I., & Kaloeti, D. V. S. (2021). Digital Storytelling Intervention on Prosocial Behavior Improvement among Early Childhood. Psympathic: Jurnal Ilmiah Psikologi, 7(2), 185–196. https://doi.org/10.15575/psy.v7i2.5713 Boltman, A., & Druin, A. (2001). Children’s storytelling technologies. Differences in Elaboration and Recall. Chambers, G. J., & Yunus, M. M. (2017). Enhancing Learners’ Sentence Constructions via ‘Wheel of Grammar’. Pertanika Journal of Social Sciences & Humanities, 25(4). Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80–91. Demirbaş, İ., & Şahin, A. (2020). A Systemic Analysis of Research on Digital Storytelling in Turkey. International Journal of Progressive Education, 16(4), 45–65. https://doi.org/10.29329/ijpe.2020.268.4 Dixon-Woods, M. (2010). Systematic reviews and qualitative methods. Qualitative Research: Theory, Method, and Practice. 3rd Edn. London: Sage, 331–346. Egan, K. (1989). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. University of Chicago Press. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles of Instructional Design. Holt, Rinehart, and Winston. https://books.google.co.id/books?id=dAsmAQAAIAAJ Gough, D. (2007). Weight of evidence: A framework for the appraisal of the quality and relevance of evidence. Research Papers in Education, 22(2), 213–228. Karlina, D. N., Widiastuti, A. A., & Soesilo, T. D. (2018). Meningkatkan Kemampuan Berbicara Anak Tk B Usia 5-6 Tahun Melalui Digital Storytelling di TK Apple Kids Salatiga. JPUD - Jurnal Pendidikan Usia Dini, 12(1), 1–11. https://doi.org/10.21009//jpud.121.01 Kearney, M., Jones, G., & Roberts, L. (2012). An Emerging Learning Design for Student-Generated" iVideos". Teaching English with Technology, 12(2), 103–121. Kogila, M., Ibrahim, A. B., & Zulkifli, C. Z. (2020). A Powerful of Digital Storytelling to Support Education and Key Elements from Various Experts. International Journal of Academic Research in Progressive Education and Development, 9(2), 408–420. https://doi.org/10.6007/ijarped/v9-i2/7483 Maghfiroh, Suarjana, I. M., & Astawan, I. G. (2020). Pengembangan Media Video Wayang Kreasi Untuk Mendukung Pembelajaran Storytelling Anak Kelompok B Tk Kristen Harapan Denpasar. Indonesian Journal of Instruction, 1(2), 66–75. Malik, M., Altaf, F., & Gull, M. (2020). Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level. Global Educational Studies Review, V(III), 152–165. https://doi.org/10.31703/gesr.2020(v-iii).16 Manullang, D., Banjarnahor, H., & Simanjuntak, L. (2021). Developing Digital Story Telling and Educational Games to Improve Early Childhood Cognitive Ability. 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021), 591(Aisteel), 710–718. Maureen, I. Y., van der Meij, H., & de Jong, T. (2018). Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. International Journal of Early Childhood, 50(3), 371–389. https://doi.org/10.1007/s13158-018-0230-z Maureen, I. Y., van der Meij, H., & de Jong, T. (2020). Enhancing Storytelling Activities to Support Early (Digital) Literacy Development in Early Childhood Education. International Journal of Early Childhood, 52(1), 55–76. https://doi.org/10.1007/s13158-020-00263-7 Maureen, I. Y., van der Meij, H., & de Jong, T. (2021). Evaluating storytelling activities for early literacy development. International Journal of Early Years Education, 0(0), 1–18. https://doi.org/10.1080/09669760.2021.1933917 Nair, V., & Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability (Switzerland), 13(17). https://doi.org/10.3390/su13179829 Nuraina, Damayanti, E., & Ikawati, A. (2018). Digital Media Dongeng Berbasis Animasi Untuk Pendidikan Karakter Anak Usia Dini. Conference on Innovation and Application of Science and Technology (CIASTECH), 20(2), 177–183. Perry, A., & Hammond, N. (2002). Systematic reviews: The experiences of a PhD student. Psychology Learning & Teaching, 2(1), 32–35. Phillips, L. (2013). Storytelling as Pedagogy. Literacy Learning: The Middle Years, 21(2). Porter, B. (2004). Digitales: The art of telling digital stories. Bernajean Porter. Psomos, P., & Kordaki, M. (2015). A novel educational digital storytelling tool focusing on students’ misconceptions. Procedia-Social and Behavioral Sciences, 191, 82–86. Pusparina, I., Maria, I., & Norfitri, R. (2020). The Effectiveness of Religious Music and Digital Storytelling on the Level of Cooperativeness and Pain in Children During Invasive Treatment (Children’s Room, Zalecha Local Hospital, Martapura). Jurnal Ners, 15(2), 86–90. Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1). https://doi.org/10.1186/s40723-021-00081-x Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220–228. Robin, B. R., & McNeil, S. G. (2019). Digital Storytelling. The International Encyclopedia of Media Literacy, 1–8. Rosyidah, A., & Putri, A. (2019). Digital Storytelling Implementation for Enhancing Students’ Speaking Ability in Various Text Genres. International Journal of Recent Technology and Engineering, 8(4), 3147–3151. https://doi.org/10.35940/ijrte.d8002.118419 Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506. Shelton, C. C., Archambault, L. M., & Hale, A. E. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2), 58–68. Smith, P. L., & Ragan, T. J. (2005). Instructional Design. John Wiley & Sons. Sulistianingsih, E. (2017). Efektifitas Model Pembelajaran Berbasis Dongeng Digital Untuk Meningkatkan Kecerdasan Emosi Peserta Didik. Jurnal Penelitian Pendidikan, 34(2), 121–126. Tahriri, A., Tous, M. D., & MovahedFar, S. (2015). The impact of digital storytelling on EFL learners’ oracy skills and motivation. International Journal of Applied Linguistics and English Literature, 4(3), 144–153. Tatli, Z., Uğur, N., & Çakiroğlu, Ü. (2018). Peer assessment through digital storytelling: Experiences of pre-service IT teachers. The International Journal of Information and Learning Technology. Tri Aprilia, W., & Hasibuan, R. (2021). Pengaruh Dongeng Digital Terhadap Kemampuan Kosakata Bahasa Jawa Krama Anak Usia 5-6 Tahun di Tk Dharma Wanita Ngimbang Lamongan. Jurnal Pendidikan Indonesia, 2(7), 1283–1294. https://doi.org/10.36418/japendi.v2i7.230 Tridinanti, G. (2017a). English Introduction Through Digital Storytelling in Early Childhood. Ijlecr - International Journal of Language Education and Culture Review, 3(1), 49–55. https://doi.org/10.21009/ijlecr.031.06 Tridinanti, G. (2017b). Enhancing Children’S English Vocabulary Acquisition Through Digital Storytelling of Happy Kids Kindergarten of Palembang. International Journal of Educational and Pedagogical Sciences, 11(11), 2727–2730. https://doi.org/doi.org/10.5281/zenodo.1314514 Wahyuni, W., Sujoko, S., & Sarosa, T. (2018). Improving Students’ Speaking Skill Through Project-Based Learning (Digital Storytelling). English Education, 6(2), 161–168. Yordan, A., & Fahyuni, E. F. (2021). Child-Friendly IRE Learning Through Digital Storytelling in the COVID-19 Pandemic. Nazhruna: Jurnal Pendidikan Islam, 4(3), 590–605.

Breast milk is the most suitable food for healthy growth and development of babies. The World Health Organization and the United Nations Children's Fund, for the first six months of birth from the birth to baby nutrition, without taking any additional food, including water only breast milk is considered to be the most appropriate way. Although a good level of breastfeeding rates in the world and Turkey, in the first six months only breastfeeding rates are low. There are neonatal, maternal, and environmental-social factors affecting the initiation of breastfeeding and especially the first six months. Training and counseling roles of nurses are of great importance in the initiation and effective implementation of breastfeeding. Therefore nurses who are in close contact with the mother and the baby in the prenatal and postnatal period should be aware of the importance of breastfeeding and the factors affecting the breastfeeding process. In this review, the importance of breastfeeding will be emphasized and then the studies on these factors that affect the initiation and continuation of breastfeeding will be examined. In addition, the roles of nurses who play a key role in increasing breastfeeding during the first six months and supporting the mother's breastfeeding behavior will be examined in line with literature. Keywords: Breastfeeding; breast milk; newborn; nurse's role.

The world continues to evolve, where globalization has been the driving factor behind changes in society, thereby creating challenges that could be seen as opportunities in education. Areas such as collaboration, teamwork along with intercultural awareness and communication are just a few of the areas that are being addressed in the educational arena amongst practitioners. Approaches such as Content and Language Integrated Learning (CLIL), Content Based Instruction (CBI) and English as a Medium of Instruction (EMI) have proven to be viable options for bi/multilingual educational environments across the globe. This editorial discusses research from four continents – the Americas, Asia, Europe, and the Middle East (The United States of America, Taiwan, Iran, Mexico, Turkey, Colombia, Puerto Rico, and Italy) – reporting on the diversity in integrating content and language in bi/multilingual teaching environments. Key issues such as children’s literature and CLIL, reading comprehension in English as a Foreign Language (EFL), language objectives in lesson plans and assessment in content-based instruction. Furthermore, EMI and the internationalization of higher education, teachers’, and students’ beliefs on the use of Spanish in an advanced English classroom and the implementation of CLIL in the field of pharmacology will also be discussed, where insights into how content and language are integrated at the different educational levels.

The purpose of the present study was to analyze the mediating role of psychological well-being in the relationship between parents’ regulation of their children’s emotions and childs’ regulation of their own emotion. The study group consisted of 386 mothers living in different cities of Turkey. To collect the data, the convenience sampling method was applied, and the measurement tools were published on an online platform and presented to the participants for their answers. The data of the research were obtained using the Parent Emotion Regulation Scale (PERS), Emotion Regulation Checklist, Psychological Well-Being Scale, and the personal information form. Pearson moment correlation analysis and parallel multiple variable analysis (PROCESS) in the data analysis. According to the findings obtained from the study, psychological well-being significantly mediates the relationship between parent ’s child’s emotion regulation and child's emotion regulation. This result shows that the psychological well-being of the parent plays a mediating role in the emotion regulation process in the relationship between the parent ’s regulation of the child ’s emotion and the child ’s regulation of their own emotion. This result of the research was discussed within the scope of the relevant literature, and suggestions were made for future research.

The paper aims to examine images of the Basilisk in Polish children’s and young adult literature. It also compares the monster’s image known from traditional urban legends with its depictions in their postmodern versions. In the original variants of the legends, this creature takes various forms — supposed to be a monster that hatches from the egg laid by a rooster, it is often described as an animal the size of a hen, with a turkey neck and head and a frog’s eyes; partially a cock, partially a reptile, etc. The hybrid image of the Basilisk allows the elements of its characteristics to be used in later versions of the story and its re-workings. The analysis herein focuses on Legendy Warszawskie. Antologia [Warsaw Legends: An Anthology] (2016) which presents six versions of the Basilisk’s legend. These texts are juxtaposed with the project “Legends of Poland” by Allegro (e-book and a short movie Operacja Bazyliszek [Operation Basilisk]), as well as with the novel Felix, Net i Nika oraz Pułapka Nieśmiertelności [Felix, Net and Nika and the Trap of Immortality] (2007) by Rafał Kosik, and Księga Potworów [The Book of Monsters] (2016) by Michał Rusinek. The author concludes that the Basilisk may be seen as a transfictional figure that transcends the boundaries of the original storyworld, which shows that — as many other legendary monsters — it should be seen not as a past phenomenon, but rather as something that still “lives” in culture and constantly evolves.

AbstractObjectiveTo systematically review the literature and map published studies on 4–8-year-olds’ intake of discretionary choices against an ecological framework (ANalysis Grid for Environments Linked to Obesity; ANGELO).DesignArticles were identified through database searches (PubMed, PyscINFO®, Web of Science) in February and March 2014 and hand-searching reference lists. Studies were assessed for methodological quality and mapped against the ANGELO framework by environment size (macro and micro setting) and type (physical, economic, policy and socio-cultural influences).SettingStudies were conducted in the USA (n18), Australia (n6), the UK (n3), the Netherlands (n3), Belgium (n1), Germany (n1) and Turkey (n1).SubjectsChildren aged 4–8 years, or parents/other caregivers.ResultsThirty-three studies met the review criteria (observationaln23, interventionsn10). Home was the most frequently studied setting (67 % of exposures/strategies), with the majority of these studies targeting family policy-type influences (e.g. child feeding practices, television regulation). Few studies were undertaken in government (5·5 %) or community (11 %) settings, or examined economic-type influences (0 %). Of the intervention studies only four were categorised as effective.ConclusionsThe present review is novel in its focus on mapping observational and intervention studies across a range of settings. It highlights the urgent need for high-quality research to inform interventions that directly tackle the factors influencing children’s excess intake of discretionary choices. Interventions that assist in optimising a range of environmental influences will enhance the impact of future public health interventions to improve child diet quality.

The purpose of this research is to examine the perceptions of transnational immigrant and local children attending pre-school education in Turkey regarding their right to participate in classroom life and their participation in classroom life according to teachers' views. In this research, sequential explanatory design merging model, which is one of the mixed research methods, was used. The study group consists of 41 children, 21 of whom are transnational immigrants, 20 of whom are local, attending a pre-school under the Directorate of National Education of Antalya, where immigrant children are dense and 9 teachers of these children. The Right to Participate in Pre-school Classes Scale was applied to measure the perceptions of pre-school children in the study group about their right to participation. Semi-Structured Interviews were conducted with teachers to get information about children's participation in classroom life. In the analysis of the quantitative data of the research, Mann Whitney U-Test was used and qualitative data were analyzed with descriptive analysis. The results of the analysis showed that there was no significant difference between the scores of transnational immigrant children and local children on the Right to Participate in Pre-school Classes Scale. According to the teachers' views, it was determined that transnational immigrant children participated in play activities in the classroom more than other activities. It has been found that the participation of transnational immigrant children who speak Turkish in classroom life is similar to that of local children. The research findings were discussed based on the relevant literature. The implications of research findings for future theoretical and applied research are presented.

Abstract Background: Bisphenol-A (BPA) is one of the most abundantly produced chemicals globally. Concerns have been raised about BPA’s possible role in the pathogenesis of type 1 diabetes mellitus (T1DM). The main aim of the current study was to evaluate the possible association between BPA exposure and T1DM. The second aim was to investigate children’s possible BPA exposure routes in Turkey. Methods: A total of 100 children aged between 5 and 18 years including 50 children with T1DM and 50 healthy children were included. Urinary BPA levels of all children were measured using high-performance liquid chromatography. Mothers of children enrolled in the study were also requested to complete a survey that included questions on the sociodemographic characteristics, medical history and possible BPA exposure routes of their children. Results: In the T1DM group, urinary BPA levels were slightly higher compared to the control group, but this difference was not significant (p=0.510). However, there was an inverse relationship between current urinary BPA levels and birth weight. It was found that the use of plastic kettles and the consumption of dairy products in plastic boxes significantly increased the urinary BPA concentrations in all subjects. Conclusions: Although there was no significant association between urinary BPA levels and T1DM, we found an inverse relationship between current urinary BPA levels and birth weight. This finding might be important for prenatal exposure, and further prospective research must be conducted. Also, the use of plastic kettles, which has not been mentioned much in the literature before, was found to be an important exposure route for BPA.

Being a sample for the field of sociology of education, this research aims at analyzing the gender perceptions and gender stereotypes of students through their creative writing activities. The participants of the study chosen by purposeful sampling technique are 97 3rd grade students who study at a primary state school in Samsun, Turkey. A child of 9 years has knowledge of a person’s behavior that is equal to his/her gender stereotypes in terms of child development. So, the participants were chosen intentionally of this age group. As the 82 writings of the students were valid for this research, the sample of the study is 82 writings, 43 of which were collected from girls and 39 of which are from boys. Carried out through qualitative and quantitative, that is, mixed type research paradigms, the design of this study is content analysis. As the data collection technique, document analysis is employed to the free topic creative writing activities of children. During data collection period and procedures, the students were free to choose the topic and the setting was their own classroom to create a natural accommodation. The parents of the students were asked to receive their consents before the activity. As for the data analysis, content analysis was also used as the data analysis technique. The children’s writings were examined for five categories evaluated from the previous studies in literature. These categories were choice of the topic, frequency of male and female characters, attributes, occupational roles and domestic roles. The findings of the study, in short, show that stereotypical differences and gender perception differences occur in the creative writings of children.

Acil durumlar, toplumdaki bütün insanları etkilemekle birlikte özellikle çocuklar, bu olayların olumsuz etkilerinden görece çok daha fazla etkilenmektedir. Çocukların başa çıkma kapasiteleri yetişkinlerde olduğu gibi tam anlamıyla gelişmediği için acil durum sonrasında ortaya çıkan kaotik duruma adapte olmaları daha zor olmaktadır. Dahası acil durumlar, çocukların gelecek yaşantılarını doğrudan etkileyen eğitim faaliyetlerinin aksamasına yol açabilir. Bu nedenle eğitim konusu afet yönetimi politika ve uygulamaları açısından göz önünde bulundurulması gereken önemli bir husustur. Özellikle savaş ya da iç karışıklıklar nedeniyle yaşadığı yeri terk ederek başka bir bölge veya ülkeye sığınan kişilerin eğitimi çok daha karmaşık bir sorun oluşturmaktadır. Bu çalışmanın amacı acil durum yönetimi perspektifinden mültecilere yönelik yapılan eğitim yardımlarını incelemek ve bu bağlamda Türkiye'deki Suriyeli mültecilere yapılan eğitim yardımlarını eleştirel bir bakış açısıyla değerlendirmektir. Okul çağındaki mültecilerin eğitimine yönelik uygulamalar, acil durumlarda eğitim ve eğitim hakkı literatüründen yararlanılarak Türkiye'deki Suriyeli mülteciler örneğinde incelenmiştir. Türkiye, mültecilerin eğitimi için öğretmen desteğinden okul yapımına kadar birçok yardım gerçekleştirmektedir. Buna rağmen çok sayıda okul çağındaki mülteci çocuk eğitime erişememektedir. Suriyeli mülteciler için eğitim açısından görülen iki temel sorun vardır. Birincisi, yerinden edilmişliğin doğal bir sonucu olan fakirliktir. İkincisi ise geçerliliği olan diplomaların verilememesidir. Sorunların çözümü için hükümetler, uluslararası kuruluşlar ve sivil toplum kuruluşları arasındaki işbirliği ve koordinasyonun artırılması gerekmektedir.Anahtar Kelimeler: Acil durum, Eğitim, Eğitim yardımı, Mülteci, SığınmacıEducation of School-age Children in Emergencies: The Case of Syrian Refugees in TurkeyAbstractEmergencies affect all people in society, but especially children are relatively much more effected from adverse effects of these events. Because, unlike adults, children’s coping capacities are not yet fully developed. Thus it is more diffucult for children to adapt to the chaotic aftermath of an emergency situation. Moreover emergencies can cause distruption in education which directly affect their future. Hence, education is an important issue to be taken into consideration in terms of disaster management policies and practices. Education of refugees constitutes a much more complex problem. This study aims to examine the educational assistance offered to refugees from an emergency perspective and to evaluate the educational assistance provided for Syrian refugees in Turkey. Policy and practices for the education of school-age Syrian refugees in Turkey have been examined with reference to emergency and right to education literature. Turkey aids refugees in many ways including providing teachers to school construction for education of refugees. However, a large number of school-age refugees still have no access to education. There are two basic problems in education of Syrian refugees: First is poverty which is a direct result of becoming a refugee. The second is unrecognised education certificates. To address these problems, there is need for increased cooperation and coordination between governments, international organizations and non-govermental organizations.

Message from Editor Dear Readers, It is a great honor for us to publish fourth volume, second issue International Journal of Innovative Research in Education (IJIRE). International Journal of Innovative Research in Education welcomes original empirical investigations and comprehensive literature review articles. The journal aims to promote new innovative ideas in all fields of education. The journal provides an international platform for researchers, managers, scientists, professionals and professors of educational sciences to publish high quality refereed papers comprising comprehensive leading trends of education. Topics on the effect of using writing to learn activities in social studies on students’ academic achievement, assessment and evaluation in math exams through the perspectives of teacher and student, course books of ‘education of religion and ethics’ lesson in primary and secondary schools in Turkey, assessment of the educational roles TV contents play in raising children’s historical consciousness, the effect of led lighting design on visual arts and violence against women and reasons are included into this issue. The topics of the next issue will be different. We will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in the next volume. A total number of twenty (20) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of six (6) high quality research papers were selected and accepted for publication for this issue. We present many thanks to all the contributors who helped us to publish this issue. Best regards, Assoc. Prof. Dr. Zehra Ozcinar Editor – in Chief

Preschool years constitute a vital developmental period during which foundations of later development are formed. It is during this period that essential developments such as establishing attachment bonds, forming a basic sense of autonomy and sense of self (ego), language acquisition and attaining life and social skills. Studies in developmental psychology and in a variety of other disciplines have established that the optimal growth at this stage will prepare the child for later developmental tasks and challenges. For a great part of human history care and education of children at this period was done by extended family and the immediate local community. However, as demands of recent centuries and decades have necessitated longer and more intensive periods of formal schooling, preparation of preschool children for later development has evolved accordingly. Therefore, preschool education has been added to traditional family education and socialization of children. The accumulated literature and experience in preschool education has reached to a point where not only the classroom learning experiences but also the surrounding school and neighborhood settings have been receiving attention. One of the significant aspects of these contextual factors has been the playground. A growing body of research has addressed importance of incorporating the playground into educational activities for preschool children. Studies focusing on the playground activities for preschool in Turkey have been limited. Therefore, this study aimed at examining preschool teachers’ use of playground. Fifty-four preschool teachers from three different cities were recruited for this qualitative study. Semi-structured interviews were conducted with each participant. Results of the study showed that although the preschool teachers reported overall positive attitudes toward educational use of the playground, they underutilized the playground due to concerns about children’s safety and a lack of equipment and quality playground arrangements. Furthermore, they reported playing certain typically outdoors games indoors for these reasons. Results, limitations of the study and implications the results for both educations and researchers were discussed.

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişilerarası problem çözme becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakülte Dergis. Aranda, G., & Ferguson, J. P. (2018). Unplugged Programming: The future of teaching computational thinking? Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.859 Arinchaya Threekunprapa. (2020). Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self_Directed Learning. European Journal of Educational Research, 9(3), 1025–1045. Arı, M. (2003). Türkiye’de erken çocukluk eğitimi ve kalitenin önemiNo Title. Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar. Armoni, M. (2012). Teaching CS in kindergarten: How early can the pipeline begin? ACM Inroads, 3(4), 18–19. https://doi.org/10.1145/2381083.2381091 Aydoğan, Y. (2004). İlköğretim ikinci ve dördüncü sınıf öğrencilerine genel problem çözme becerilerinin kazandırılmasında eğitimin etkisinin incelenmesi. Bell, T., Alexander, J., Freeman, I., & Grimley, M. (2009). Computer Science Unplugged: School students doing real computing without computers. 10. Berk, L. E. (2013). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa. N. Işıkoğlu Erdoğan, Çev. Bers, M. U. (2018). Coding, playgrounds, and literacy in early childhood education: The devel_opment of KIBO robotics and Scratch Jr. IEEE. Brackmann, C. P., Moreno-León, J., Román-González, M., Casali, A., Robles, G., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. ACM International Conference Proceeding Series, 65–72. https://doi.org/10.1145/3137065.3137069 Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. 25. Deek, F. P. (1999). 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Computer Science Education, 20(2), 129–144. https://doi.org/10.1080/08993408.2010.486271 Futschek, G., & Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algo_rithms. Gretter, S., & Yadav, A. (2016). Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills. Grover, S., & Pea, R. (2013). Computational thinking in k-12: A review of the state of the field. Educational Researcher. Harrop, W. (2018). Coding for children and young adults in libraries: A practical guide for librarians. 45. Hazzan, O., Lapidot, T., & Ragonis, N. (2011). Guide to Teaching Computer Science. Springer London. https://doi.org/10.1007/978-0-85729-443-2 Horn, M. S., Crouser, R. J., & Bers, M. U. (2012). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379–389. https://doi.org/10.1007/s00779-011-0404-2 Hsu, T.-C., Chang, S.-C., & Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296–310. https://doi.org/10.1016/j.compedu.2018.07.004 Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional strategy in the teaching of computer programming: A need assessment analyses. TOJET: The Turkish Online Journal of Educational Technology. Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional Strategy in The Teaching of Computer Programming: A Need Assessment Analyses. The Turkish Online Journal of Educational Technology, 9(2), 7. Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A. K., Jung, P.-G., & Egan, A. M. (2013). Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure. Journal of Learning Disabilities, 48(1), 51–72. https://doi.org/10.1177/0022219413487408 Joohi Lee. (2019). Coding in early childhood. Contemporary Issues in Early Childhood. Kalyuga, S., Renkl, A., & Paas, F. (2010). Facilitating flexible problem solving: A cognitive load perspective. Educational Psychology Review. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kesicioğlu, O. S. (2015). Okul öncesi dönem çocukların kişilerarası problem çözme becerilerinin incelenmesi. Eğitim ve Bilim. Koksal Akyol, A. ve Didin, E. (2016). Ahlak gelisimi [Moral development]. In Cocuk Gelisimi icinde [In Child Development]. Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3–13. https://doi.org/10.1016/j.compedu.2009.02.020 Looi, C.-K., How, M.-L., Longkai, W., Seow, P., & Liu, L. (2018). Analysis of linkages between an unplugged activity and the development of computational thinking. Computer Science Education, 28(3), 255–279. https://doi.org/10.1080/08993408.2018.1533297 McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). Grounding science, technology, engineering, and math education in early childhood. 68. McLennan, D. P. (2017). Creating coding stories and games. Teaching Young Children. McNerney, TimothyS. (2004). From turtles to Tangible Programming Bricks: Explorations in physical language design. Personal and Ubiquitous Computing, 8(5). https://doi.org/10.1007/s00779-004-0295-6 Mittermeir, R. T. (2013). Algorithmics for preschoolers—A contradiction? Montemayor, J., Druin, A., Chipman, G., Farber, A., & Guha, M. L. (2004). Tools for children to create physical interactive storyrooms. Computers in Entertainment, 2(1), 12–12. https://doi.org/10.1145/973801.973821 Pane, J. F. (2002). A Programming System for Children that is Designed for Usability. 204. 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The existence of several early childhood education institutions in Indonesia, such as in the Riau Province region, often faces the risk of catastrophic floods overflowing the Kampar River resulting in casualties. The results of preliminary research found that children lacked insight into flood disaster mitigation, and schools did not have appropriate mitigation programs or media. This study aims to develop a product in the form of an E-Comic to introduce flood disaster mitigation in a practical and effective early childhood education. Research and development procedures in this study using the ADDIE model. The data collection techniques for this study were the results of expert validation, practicality tests, and media effectiveness tests on children aged 5-6 years using the mitigation understanding instrument and descriptive statistical analysis of Aiken's V validation. Flood disaster is very suitable for use in early childhood learning, with the average Aiken's V result by material experts is 89% and media expert is 96%. E-Comic practicality with an average percentage of 85.5% and effectiveness test results with an average value of 90%. It can be concluded that the E-Comic introduction of flood disaster mitigation in Kindergarten children is suitable for use as a learning medium and has a practical and effective quality. Keywords: E-Comic, Flood Disaster Mitigation References: Apriyani, R., Sumarni, S., & Rukiyah, R. (2018). Pengembangan Media Pembelajaran Komik Tema Alam Semesta untuk Anak. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 9(2), 110–124. https://doi.org/10.17509/cd.v9i2.11004 Azizah, N., & Khanafiyah, S. (2014). Pengaruh Komik Sains dalam Pembelajaran IPA terhadap Pengembangan Karakter Siswa di Kecamatan Semarang Tengah. 3(3), 34–42. https://doi.org/10.15294/upej.v3i3.4329 Bolton-Gary, C. (2012). Connecting Through Comics: Expanding Opportunities for Teaching and Learning. 7. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6 Courtis, A. (2012). Tech Module: Using Comic Life in the Classroom. 61. S. Syarah, E. Yetti, L. Fridani, Yufiarti, Hapidin, B. Pupala. (2019). Electronic Comics in Elementary School Science Learning for Marine Conservation. Jurnal Pendidikan IPA Indonesia, 8(4). https://doi.org/10.15294/jpii.v8i4.19377 Ersoy, Ş., & Koçak, A. (2016). Disasters and earthquake preparedness of children and schools in Istanbul, Turkey. Geomatics, Natural Hazards and Risk, 7(4), 1307–1336. https://doi.org/10.1080/19475705.2015.1060637 Haynes, K., & Tanner, T. M. (2015). Empowering young people and strengthening resilience: Youth-centred participatory video as a tool for climate change adaptation and disaster risk reduction. 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Children as agents of change for Disaster Risk Reduction: Lessons from El Salvador and the Philippines. 48. Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience—An Introduction. Understanding Vulnerability, 30. Pfefferbaum, B., Pfefferbaum, R. L., & Van Horn, R. L. (2018). Involving children in disaster risk reduction: The importance of participation. European Journal of Psychotraumatology, 9(sup2), 1425577. https://doi.org/10.1080/20008198.2018.1425577 Save the Children UK. (2006). Child Protection During Floods in Bangladesh. The Save the Children Fund. Schipper, L., & Pelling, M. (2006). Disaster risk, climate change and international development: Scope for, and challenges to, integration: Disaster Risk, Climate Change and International Development. Disasters, 30(1), 19–38. https://doi.org/10.1111/j.1467-9523.2006.00304.x Syarah, E. S., Yetti, E., & Fridani, Lara. (2018). 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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. 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The present study is conducted to examine how foreign language education may affect preschool children's native language development. The study was carried out with 70 children who were 48-60 months-old and attending a public preschool in Alanya, a district of Antalya, in Turkey. The Solomon Four-Group Design was used. Children’s native language skills were assessed via the Turkish Early Language Development Test (Tedil-3) and the experimental process took 8 weeks. Mann Whitney U and Wilcoxon Signed Ranks Tests were used in the analysis of the data as the data did not show normal distribution. After determining the effect of the experimental procedure, the children included in the control groups were subjected to the same experimental procedure for 8 weeks under the “right to benefit from the experiment process” which has never been applied before in any studies in Turkey. The findings were discussed within the framework of the literature and various suggestions were presented.

In literature, the new generation of children who become exposed to a digital world are referred to as digital natives. This generation, which knows about touch screens, sensor lights, and programmed fixtures that produce water when they connect, grows up with the abilities to utilize electronic gadgets since the beginning of their life. Over time, numerous daily actions are transferred to the digital environment in order to satisfy their desires and needs. Children can now play games in front of a screen, as opposed to playing games with their friends mostly outside, in parks, or on the streets. One of the significant instances of this present circumstance are advanced picture story books. There are many examinations about the constructive outcomes of printed picture books on preschoolers’ language, mental, social and profound improvement in youth. This situation can be explained in part by the fact that printed books have been around for a very long time. There hasn't been a comprehensive survey study on digital children's books in the literature. As a result, it is now imperative that postgraduate thesis studies on digital books for preschoolers in Turkey need to be examined. A total of 265 thesis studies, which were accessed using the keywords of digital children's books, electronic children's books, electronic books, children's picture books, were examined and accessed through the https://tez.yok.gov.tr/UlusalTezMerkezi/ site, which allows postgraduate thesis and dissertations to be stored and scanned. Studies on digital books that focus on preschool children are separated. A systematic content analysis of 12 disaggregated postgraduate thesis studies was carried out under the headings of publication year, department, type of thesis and dissertations, sample group, research purpose and method. As a result of the research, it was revealed that the first thesis work on the subject was done in 2012. When the types of theses were examined, 5 doctoral level thesis studies and 7 master's level thesis studies were reached. When the sample groups were examined, it was concluded that the distribution of girls and boys was balanced. However, no study was found involving children with disabilities and families with preschool children. While there are 6 thesis studies in the Visual Arts Department, it turns out that there are 4 studies in the Preschool Department, and one study in the fields of Psychology and Computer Instructional Technologies. Due to the limited number of studies on the subject, it is recommended to develop them in terms of quality and quantity. Children with disabilities can be included in the studies. In addition, the subject can be investigated in depth by using the triangulation data collection method, which includes families, teachers and children.