Yazar "Ogelman H.G." seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • Küçük Resim Yok
    Öğe
    The analysis of the relationship between fathers' parenting self-efficacy and the peer relations of preschool children
    (2013) Seçer Z.; Ogelman H.G.; Önder A.
    The purpose of this study was to investigate the effects that parenting self-efficacy perceptions of fathers have on the peer relations of their 5-6-year-old children. This study was conducted on 200 5-6-year-old preschool children and their fathers. The results of the analysis concluded that there was a low-level negative and significant relationship between the fathers' parenting efficacies and the aggression, exclusion, hyperactivity-distractibility, and victimisation levels of their children. The results concluded that the parenting self-efficacy level has the best predictor effect on victimisation among the peer relationship variables. Father training programmes should be organised by the preschool teaching departments of universities, and it should be ensured that the fathers of children aged 0-6 participate in these programmes. Training should be offered to fathers of children attending preschool education institutions by these institutions. Different father training programmes should be organised in accordance with arising needs. © 2013 Taylor & Francis.
  • Küçük Resim Yok
    Öğe
    The effect inclusive education practice during preschool has on the peer relations and social skills of 5-6 - Year olds with typical development
    (2012) Ogelman H.G.; Seçer Z.
    The purpose of this study is to set forth the effect preschool inclusive education practices have on the peer relations of 5-6 year olds with typical development. The study comprised of two sample groups. The children in both groups were attendees of kindergartens at primary schools governed by the Ministry of National Education located in the Karatay district of Konya. The kindergartens of the primary schools in the district of Karatay were classified under two groups; those that exercised inclusive education and those that did not exercise inclusive education. Results of this study, conducted to investigate the effect inclusive education practice has on the peer relations and social skills of 5-6 year old children, concluded the in general inclusive education practice has a positive effect on the level of aggression, prosocial behaviour, asocial behaviour, and victimisation, which are related to peer relations, and interpersonal skills, anger management skills and adaptation to change, self-control skills and task completing skills, which are social skill variables. The was no significant difference between the score means of chosen peer relations and social skill variables for the children in both groups based on first measurements taken before inclusive education practice.