Visual Perception in Specific Learning Difficulties

From the moment the child is born, learning becomes meaningful and it is interpreted as a result of the experiences first in the family and then in school. However, it is sometimes not possible to talk about the fact that learning takes place in all children although the process has taken place in this direction. Sometimes the individual differences that exist in children and the inability to get the necessary support in structuring their learning experiences can be effective in the failure of learning, while sometimes the type of congenital difficulty can be effective. One of these types of difficulty is a specific learning difficulty. It is not always possible for children with specific learning difficulties to learn, even if they do not have any mental problems. In this case, many factors can be effective, especially the problems that children experience in their visual perception can become effective. Since visual perception is the processing of symbols received from the environment in the brain, the problem that may be experienced in this process can also make it difficult to learn this situation. In line with these considerations, it is aimed to focus on the importance of visual perception in specific learning difficulties.

Investigation of Preschool Children’s Perceptions to Protect the Environment Through Drawings

This study aimed at investigating the perceptions of children attending preschool education about protecting the environment through drawings. This study was carried out with a qualitative research method. The study group of this study consisted of 80 children among 48-60-month-old children attending preschool education in Nicosia, Turkish Republic of Northern Cyprus (TRNC). In this study, the children were requested to explain their thoughts through drawings by asking the following question: “What can be done to protect the environment?” Then, the children were asked to describe their drawings orally. The descriptions of children were recorded in writing and analyzed. As a result of the analysis, it was determined that the most common perception about protecting the environment was “not littering”. In addition to this, it was determined that the children had different perceptions as “not wasting water”, “not polluting nature”, “not starting a fire”, “not polluting the sea”, and “not cutting the trees”. It was concluded that the children had a perception of protecting the environment only from these aspects with the drawings that included reduce and respect dimensions of the 7R model. It was also concluded that they did not have a perception in the dimensions of reuse, rethink, reflect, recycle, and redistribute.

Is Scientific Creativity Possible in Early Childhood?

It can be stated that scientific creativity is a fairly new research topic for early childhood. Although creativity is one of the skills that are frequently discussed in early childhood research, studies dealing with scientific creativity, a type of creativity specifically related to science, are very limited regarding this period. In this review study, scientific creativity was conceptually examined and research conducted on scientific creativity with children attending primary and secondary school were included. Whether scientific creativity is possible in early childhood was examined according to a limited number of studies examining scientific creativity in this period. Additionally, based on previous studies, suggestions were given on how to support scientific creativity in early childhood.

The Development of the Democratic Behavior Scale: A Validity and Reliability Study

This study aimed to develop a scale to determine the democratic behavior levels of children in early childhood. The study group included a total of 486 children attending kindergartens and primary school nursery classes in Melikgazi, Kayseri. Scale reliability was tested by using intra-group correlation values, item analysis coefficients, Cronbach’s Alpha reliability coefficient (0,98), and the Hotelling T2 test result [ 830,12 and (p<0.001)]. For validity testing purposes, the Cronbach Alpha coefficient, KMO test result (0,97), the Bartlett test and item analysis (p<0.001) were calculated. It was consequently decided that the scale was suitable for factoring, and AFA was used in principal component analyses. Following this, the structural equation model of DFA was performed, which confirmed that the model suited the data and that the 3-factor structure of the scale was valid. Confirmed as valid and reliable, the scale consisted of a total of 38 items in the sub-dimensions of "Knowing Your Rights", "Autonomous Behaviors" and "Democratic Behaviors". The highest score possible from the scale is 190, while the lowest possible score is 38.

Editorial Introduction to the First Issue of Theory and Practice in Child Development

This is the Editorial Introduction to the first issue of Theory and Practice in Child Development (T&PICD). The T&PICD is an international, open access, peer-reviewed journal devoted to child development related issues. This inaugural issue features five articles prepared by 14 authors. We would like to extend our appreciations to all who contributes by submitting or reviewing manuscripts or have been readers of T&PICD.

Views of Kindergarten and First-Grade Teachers on School Readiness

This study aimed at investigating the views of kindergarten and first-grade teachers on school readiness. The study group of this study consisted of kindergarten (n=16) and first-grade teachers (n=16) working in public and private kindergartens and primary schools affiliated with the Ministry of National Education in Istanbul, Turkey. The phenomenology model, one of the qualitative research designs, was adopted in this study. The “Semi-Structured Teacher Interview Form” prepared by Erkan was used to determine the opinions of teachers on school readiness. The data obtained from the study were analyzed by using the content analysis technique. In addition to this, the opinions of kindergarten and first-grade teachers on school readiness were included with direct quotations. As a result of this study, it was determined that kindergarten and first-grade teachers had similar and different opinions on school readiness. Recommendations were provided in line with the findings obtained.