Children's Perceptions

Children are important for each parent and their perceived content is also of keen importance. What they see and what meaning they get through any medium is also consequential. In the present era, most parents are trying to busy their children on mobile phones to do their work calmly. It is a fact that with rapid variation in society how it can be possible that toddlers too are reluctant to use mobile phones. Internet makes it more attractive to them, they not only play on mobile phones but also view their favorite content with ease. For video viewing, the most common source is YouTube for adults as well as children. YouTube is trying to make more room or we can say safe room for them by establishing YouTube Kids (YTK). It is much more convenient for parents to engage their children on YTK and make sure they are far from adult material. In this research paper, the impact of YTK on toddlers' learning abilities, skills and their concept of gender roles in society through Symbolic Interactionism from these videos is observed. Panofsky model is used to explain things in the light of Eastern and Western cultures. The study explores children having good English skills by using YTK. The problem arises in the way of content. Problems like aggression and Inferiority complex are also observed.

Background: Early language competence is an important predictor of children's academic and social success, as it underpins cognitive, communicative, and interpersonal skills. Aims: In the present study, the relation between peer rejection and language competence was investigated in early childhood education. In addition, it was assessed whether the teacher-child relationship moderates this relation. Sample(s): In total, N = 328 children and seventeen teachers participated in the study. Children went to Dutch primary schools and were aged four to six years. Methods: The extent to which children were rejected by peers was measured with a nomination procedure and children's level of language competence was assessed with a subscale of the Nijmegen Test for Pragmatics. The teacher-child relationship was measured by two subscales of the Student-Teacher Relationship Scale, indicating the level of teacher-child closeness and teacher-child conflict. Results: Outcomes of multilevel analyses demonstrated that peer rejection is related to language competence for below-median levels of teacher-child closeness (not above-median) and for above-median levels of teacher-child conflict (not below-median). Conclusions: These findings extend previous research into the relation between peer rejection and language competence and indicate the need of investigating both teacher-childand peer relationships to better understand their joint influence on language development.

This qualitative study delves into the under-researched link between age-related stereotypes and the growing indiscipline observed among Ghanaian youth. Employing in-depth interviews with both older adults and young people, the research explores how perceptions of aging shape intergenerational dynamics and contribute to a decline in respect for authority figures. Moving beyond surface-level attitudes, the study unpacks the lived experiences of participants, uncovering the narratives and justifications that underpin indiscipline. Through thematic analysis, the research sheds light on the complex interplay between ageism, social norms, and disciplinary expectations within Ghanaian society. This investigation has the potential to disrupt entrenched stereotypes, fostering a deeper understanding of the factors that contribute to youth behaviour. The findings can inform interventions that promote intergenerational respect, encourage responsible behaviour, and pave the way for a more harmonious Ghanaian society.

Bu araştırma çocukların resim yapma sürecinde geçirdiği gelişim aşamalarını ele almaktadır. Genetik mirasın ve çevresel faktörlerin bireyin entelektüel yetenekleri üzerindeki etkisi vurgulanarak resim yapma yeteneğinin bilişsel, duyusal ve fiziksel gelişimle nasıl ilişkili olduğu açıklanmıştır. Bebeklikten itibaren duyusal motor gelişiminin önemi vurgulanarak bebeklerin motor becerilerinin aşama aşama nasıl geliştiği anlatılmıştır. 2 ve 4 yaş arası karalama dönemi çocukların el, göz koordinasyonlarını ve ince motor becerilerini geliştirdiği ilk aşama olarak incelenmiştir. Psikolog Rhoda Kellogg’un çocuk karalamaları üzerine yaptığı araştırmalar örneklerle sunulmuştur. 4 ve 7 yaş arası şema öncesi dönem çocukların sembolleştirme yeteneklerinin geliştiği ve insan figürlerini detaylandırmaya başladıkları dönem olarak ele alınmıştır. 7 ve 9 yaş arası şematik dönem ise çocuğun çevresiyle daha bilinçli bir bağ kurarak perspektifin izlerini taşıyan çizimler yapmasıyla karakterize edilir. Çocukların resim gelişimlerinin sanatsal ve bilişsel süreçlerinin bir parçası olduğu vurgulanmakta, bu sürecin doğal akışına müdahale edilmemesi gerektiği belirtilmektedir. Bu makalede nitel araştırma yöntemlerinden döküman incelemesi tekniği kullanılmıştır.

Background In the worldwide, ten percent of all children and 43 million children under 5 years are either overweight or obese (Livingstone, 2014). This statistic indicates there is a sixty percent rise in childhood obesity over two decades. Obesity is defined as "abnormal or

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Okul öncesi dönem, yaşama dair ilk bilgilerin, ilk becerilerin, ilk alışkanlıkların ve ilk değer yargılarının kazanıldığı kritik yılları içermektedir. Bu dönemde edinilen değer yargıları bireyin gelecek yaşamına ve toplumsal uyumuna aracılık etmektedir. Bu süreçte öne çıkan ve bireyin diğer insanlarla, toplumla ve diğer canlılarla etkileşimlerini düzenleyen değerlerin başında “merhamet” değeri gelmektedir. Bu çalışmada merhamet değerinin okul öncesi eğitim alan çocuklar tarafından nasıl algılandığının incelenmesi amaçlanmıştır. Araştırmaya İstanbul’da bulunan farklı ilçelerdeki okul öncesi eğitim kurumlarına devam eden dört ve beş yaş grubundaki çocuklar katılmıştır. Çalışma, nitel araştırma yöntemi ve olgubilim (fenomenoloji) deseni temelinde hazırlanmıştır. Seçkisiz olmayan örnekleme yöntemi ve benzeşik örnekleme tekniğiyle oluşturulan çalışma grubunda; dört yaş grubunda 20 çocuk ve beş yaş grubunda 20 çocuk olmak üzere toplam 40 çocuk yer almıştır. Çalışma grubundaki çocuklardan çiz ve anlat tekniğiyle “merhamet” değeri hakkında bir resim çizmeleri istenmiş ve merhamet değerine ilişkin üç farklı soru sorularak cevapları alınmıştır. Araştırma verileri içerik analizi yöntemi ile analiz edilmiştir. Araştırma sonuçlarına göre çocukların; yardım etme, yaşlılara yer verme, paylaşma ve sevgi temalarını içeren resimler çizdikleri görülmüştür. 5 yaş grubundaki çocukların resimlerinde bilişsel ve motor gelişimi özellikleriyle paralel olarak dört yaş grubuna göre daha fazla ayrıntıya yer verildiği görülmüştür. Çocukların sözel ifadeleri incelendiğinde; merhamet değerini iyilik, yardım etme, sevgi, saygı gibi olumlu ifadelerle betimledikleri görülmüştür. Araştırma sonuçları doğrultusunda çeşitli önerilerde bulunulmuştur.

Anahtar kelimeler: Çocuk, Okul Öncesi Eğitim, Değer, Değer Eğitimi, Merhamet



ABSTRACT

The preschool period is a critical stage in which children acquire their first knowledge, skills, habits, and value judgments about life. The values gained during this period play a significant role in shaping an individual's future life and social adaptation. Among these values, "compassion" stands out as a key concept that regulates interactions with others, society, and living beings. This study aims to examine how preschool children perceive the value of compassion. The research was conducted with four- and five-year-old children attending preschools in different districts of Istanbul. The study employed a qualitative research approach based on a phenomenological design. A total of 40 children, including 20 four-year-olds and 20 five-year-olds, participated in the study, which was conducted using a purposive sampling method and homogeneous sampling technique. The children were asked to draw a picture representing the value of compassion using the "draw and tell" technique, and they responded to three questions related to this value. The collected data were analyzed through content analysis. The findings revealed that children depicted themes such as helping, giving up seats for the elderly, sharing, and love in their drawings. Moreover, the drawings of five-year-old children included more details compared to those of four-year-olds, in parallel with their cognitive and motor development. The analysis of children's verbal expressions indicated that they described compassion using positive concepts such as kindness, helping, love, and respect. Based on the findings, various recommendations were provided.

Keywords: Child, Preschool Education, Value, Value Education, Compassion

Os dados desta pesquisa são decorrentes de uma formação continuada oferecida pela Universidade do Vale do Rio dos Sinos- UNISINOS, em parceria com a SMED de São Leopoldo-RS. O objetivo deste trabalho é analisar as metáforas produzidas pelas professoras durante o desenvolvimento da unidade Quem somos e aonde vamos?, verificando como, por meio de metáforas empregadas para construir sentido, elas concebem o ato de escrever e a escrita de si, bem como descrever e analisar os elementos mediadores utilizados na referida formação. Para isso, lançamos mão do conceito de mediação (Vygotsky, 1999; Lantolf; Thorne, 2006) da Teoria Sociocultural para observar os elementos mediadores oferecidos pela equipe de formadores, bem como o conceito sociocognitivo de metáfora (Semino, 2008; Vereza, 2010, 2013a, 2013b), compreendendo que se lança mão de metáforas quando é necessário se apoiar em um domínio mais concreto para descrever um mais abstrato. A pesquisa é de abordagem qualitativa, pois buscou interpretar dados textuais reais (Paiva, 2019). Analisadas as respostas textuais das participantes, os resultados indicam que não só as expressões metafóricas, mas também os elementos mediadores empregados na formação (artigo científico, leitura guiada, TDIC) permitiram mobilizar a cognição, fazendo com que o professor parasse para refletir sobre os conceitos trabalhados, o narrar e o narrar sobre si.

Autism Spectrum Disorder (ASD) is a complex intellectual and developmental disability clinically diagnosed when s/he is 2 or three years old. These children demand special care to meet their special needs to enable optimized potentials in their development. This qualitative study aims at understanding the stressors affecting the quality of life of the primary care-giver. Parenting for children with ASD is usually more complicated and demanding than for children without disabilities. Four case studies were selected to represent typical mothers of ASD children in different phases of development. Their ages ranged from 29-50 years old and the ages of their children were 6 to 22 years old. Research credibility is constructed through interviews with significant others and observation of social media activities. The instrument for the study is WHO-QoL-BREF which is adjusted for an interview protocol. The results indicated that mothers who were not supported by their spouse and family memb...

This paper aims to analyze the change in a teacher's epistemic status throughout an interactional sequence. This research is relevant because it highlights how the teacher redesigns his/her question throughout the interaction and the implications that this has for the school routine. This paper follows the methodological assumptions of Conversation Analysis (CA) and analyzes the participants' actions and their epistemic stances in a public elementary school classroom in a city in the metropolitan region of Vitória (ES, Brazil). To this end, we adhered to the concepts of epistemic stances postulated by Heritage and Raymond (2005); Heritage (2012); Lynch and Macbeth (2016). The data were generated in 2018 through research conducted by Mariano (2020). Combined with the methodological procedures of CA, we performed a segmentation of excerpts and an analytical transcription (Gago, 2002; Garcez; Bulla; Loder; 2014) of the data according to the Jefferson system (1987). From the analysis of the data, it was possible to identify that a recurring redrawing of the questions, associated with the students' insistent answers, causes a change in the teacher's epistemic status, and this presents itself as a characteristic factor of talk-in-interaction in the classroom in recent modernity.

Childhood obesity is a major concern in today's society. Research suggests the inclusion of the views and understandings of a target group facilitates strategies that have better efficacy. The objective of this study was to explore the concepts and themes that make up children's understandings of the causes and consequences of obesity. Participants were selected from Reception (4Á5 years old) and Year 6 (10Á11 years old), and attended a school in an area of Sunderland, in North East England. Participants were separated according to age and gender, resulting in four focus groups, run across two sessions. A thematic analysis (Braun & Clarke, 2006) identified overarching themes evident across all groups, suggesting the key concepts that contribute to children's understandings of obesity are ''Knowledge through Education,'' ''Role Models,'' ''Fat is Bad,'' and ''Mixed Messages.'' The implications of these findings and considerations of the methodology are discussed in full.

This study aimed to ascertain how the four domains of self-debasing cognitive distortion, namely personalisation, catastrophising, overgeneralisation and selective abstraction, could predict or inform emotional disturbance in the reactions of bystanders when witnessing bullying behaviour. We utilised purposive sampling to select 10 bystanders of school bullying for participation in the study and performed convenient sampling to select a research site. We conducted interviews that were recorded on a voice recorder and transcribed thereafter. Qualitative data was analysed through inductive thematic analysis. Our findings revealed that personalisation evoked bystanders' self-blame and feelings of guilt, catastrophising amplified their anxiety and fear, overgeneralisation induced and exacerbated their negative perception of school safety, and selective abstraction led to indirect co-victimisation. Based on our findings, we recommend that school psychologists, counsellors and behavioural healthcare service providers should teach victims of bullying, especially bystanders, how to recognise, challenge and reappraise negative and unhelpful thoughts and feelings related to their experiences.

A presente pesquisa buscou compreender como acontece a promocao do letramento literario, em contexto da sala de aula, em uma turma do ensino fundamental I, da rede publica do estado do Ceara, atraves do trabalho com os livros de literatura infantil.  Para isso, realizamos uma pesquisa de campo em uma turma de uma escola localizada na regiao metropolitana de Fortaleza, destaque nas avaliacoes externas estaduais e nacionais. A pesquisa foi ancorada nos estudos sobre letramento literario e praticas de leitura literaria com literatura infantil norteados por Kleiman (1995), Soares (2016, 2017), Cosson (2014, 2016), Paulino (1999, 2001), Colomer (2017), Faria (2013), Lajolo (1991, 2008), Vygotsky (2003) entre outros. Os resultados mostraram que o letramento literario ocorre na turma participante atraves de um trabalho planejado e organizado com o texto literario voltado a ludicidade e a fruicao do pequeno leitor. Para tanto, a literatura infantil esta presente no cotidiano escolar atraves...

This study aims to discover the mobility of children in a car-free area to understand the effects of freedom of mobility on perception of space. Büyükada Island in Istanbul defines a unique alternative due to its car-free living environment and offers a significant potential in terms of creating a child-friendly environment and freedom of movement. Within this scope, “mind mapping” methodology used for exploring children's spatial perceptions and freedom of mobility through drawings and written expressions of 20 students of 10-years old, living and studying at Büyükada. This paper discusses the findings of a field study regarding active and independent mobility patterns and explores children’s perception of space in a car-free settlement which can be promising for developing policies for a child-friendly urban future.

In this article I seek to re-examine the concepts ‘patriarchy’ and ‘homosociality’, individually and in relation to each other. I argue that the critical tendency to dismiss the utility of ‘patriarchy’ did not engage much with the relations of patriarchal formations to men and masculinities. The latter are shaped and determined by bonds of ‘homosociality’, which, I argue, is not necessarily to be understood as being oppositional to homosexuality or as tantamount to an implicit homoeroticism. This homosociality forms the substrate of other kinds of collective social phenomena like nationalism, caste and religious communalism, chauvinisms of various kinds, etc. It is
substantially shaped by the dynamics of inclusion and exclusion that determine such collective phenomena, serving as the ‘mediating anodyne’ to the conflicts and contradictions that are often, even inevitably, thrown up in such patriarchal formations. Arguing that a central aspect of this is the relation between the erotic and the politic, I then discuss the relation of masculinity to power, within these dynamics.

This chapter charts historical developments and central themes in the anthropological study of men and masculinities. As the chapter shows, this body of knowledge is not free of frictions and contestations. Early anthropological studies were often motivated by finding globally generalizable patterns of masculinity. Other research has broadened the focus by questioning coherent gender-identities, analyzing how masculinity constructs are shaped by ambivalences, transgressive practices, and intersectional complexities. To chart this rich body of knowledge, the first part of the chapter critically discusses early anthropological research on men and masculinities as well as concepts that dominated the field for a considerable time. The remainder of the chapter focuses on three prominent topics of anthropological masculinity studies: economic crisis and its effect on masculinities, sexualities and nonnormative masculinities, and the role of masculinities in the negotiation of boundaries between others and selves. The chapter argues that anthropological engagements with masculinity can productively trouble our understanding of what it means to be a man.

A special exploration of the challenges in creating children's culture during wartime, featuring works produced since October 7th. The project will bring together creators from television, literature, music, theater, and other fields, alongside cultural leaders, educators, and researchers, to envision the future of Israeli children's culture.

Bu araştırmanın genel amacı, okul öncesi dönem çocuklarının anaokulundaki günlük yaşamlarına bakış açılarını incelemektir. Bu genel amaç doğrultusunda okul öncesi dönem çocuklarının anaokulu deneyimleri, anaokulunda en çok sevdiği ve sevmediği şeyler, arkadaşları ve öğretmenleriyle ilişkilerine yönelik görüşleri incelenmiştir. Araştırmada nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseni kullanılmıştır. Araştırmanın örneklemini 2015-2016 eğitim-öğretim yılı İstanbul ili Beşiktaş ilçesinde yer alan özel bir anaokuluna devam eden 14’ü kız, 13’ü erkek toplam 27 çocuk oluşturmaktadır. Çocukların yaşları 55-73 ay arasında olup yaş ortalamaları 64,5 aydır. Bu çalışmada nitel veri toplama yöntemlerinden görüşme ve resim çizdirme birlikte kullanılmıştır. Görüşmeler genel olarak açık uçlu olan 10 sorunun yönlendirmesiyle yapılmıştır. Çocuklarla yapılan bireysel görüşmelerden ve çocukların çizdikleri resimlerle ilgili verdikleri cevaplardan elde edilen veriler betimsel analiz tekniği kullanılarak analiz edilmiştir. Araştırmanın sonuçlarına göre, çocuklar anaokulunda en çok yaptıkları ve yapmaktan hoşlandıkları
şeyin "oyun oynamak" olduğunu, ancak öğretmenleri ile daha çok “etkinlik/faaliyet” ile “kitap çalışması” yaptıklarını ifade etmişlerdir. Ayrıca, çocukların oyundan sonra en çok bahçeye çıkmaktan ve bahçede oynamaktan hoşlandıklarını ama bunu çok sık yapamadıkları tespit edilmiştir. Çocukların çoğu anaokulunda sevmedikleri bir şey olmadığını belirtse de, geri kalanı arkadaşları ile kavga etmenin, zor etkinlikler ve zor kitap çalışmalarının ve boş boş oturmanın sevmedikleri şeyler arasında olduğunu belirtmiştir.

Hegemonic Masculinity Theory is a titan, a theory of immense
influence in the understanding of contemporary masculinities. At the same time, HMT has come under sustained attack from a long line of critics for over two decades. In this book, James Messerschmidt charts the context for the emergence and initial theorization of HMT, its subsequent reformulation, and its latest adaptations. Throughout, he constructively responds to an array of criticisms, accepting and embracing some, dismissing and rebutting others.

Based on selected performance pieces (including Autobiografia na wszelki wypadek [Autobiography Just in Case] by Michał Buszewicz, Woyzeck by Grzegorz Jaremko, Chcieliśmy porozmawiać o męskości, ale zostaliśmy przyjaciółmi [We Wanted to Talk about Masculinity, but We Became Friends] by the Grupa Performatywna Chłopaki, Bromance by Michał Przybyła and Dominik Więcek, Halka by Anna Smolar and Ojcowie [Fathers] by Błażej Biegasiewicz), the author analyzes transformations in the ways of representing masculinities in recent Polish theatre. In her opinion, it has been possible for the past few years to notice both a marked increase in interest in thematizing male emotionality, fragility, caring, tenderness or intimacy in Polish theatre and a radicalization of angry patriarchal masculinity, especially among those who reject the perspectives of institutional criticism or the #metoo movement. In this article, however, the author focuses solely on outlining the historical conditions that constituted patriarchal masculinity with all its qualities and on analyzing feminist-formed masculinities in Polish theatre using methodologies developed by feminist theorists (bell hooks and Karla Elliott) and by researchers associated with the field of critical studies of men and masculinities

Dental decay in children is a chronic yet preventable public health problem. Effective prevention for children requires the adoption of protective home-based toothbrushing and dietary behaviours from an early age. Dental teams have the opportunity to support parents and children to adopt these behaviours when they visit the dentist. These conversations are a three-way interaction between the child, their parents or caregiver and the dental team member. This is the second report of three looking at dental professional's perceptions of these preventive conversations and how they can support home-based toothbrushing and dietary behaviours. We aimed to explore dental team members' experience of delivering oral health advice (e.g., toothbrushing and diet) to children and their parents and caregivers. We asked dental team members including dentists, dental nurses, practice managers and receptionists, to discuss their experiences and then summarised these conversations into different themes. • The first theme identified was the need for essential teamwork, in which team members discussed the benefits and appropriateness of teamwork and utilising the wider skill mix within the dental team. However, team members also expressed frustration at the lack of time and funding for the team to deliver oral health advice. Putting visual displays and Crucial for essential teamwork Affordability of dental care products (esp. for deprived areas) Communicating the message School-an ideal environment Products-focus on the practicalities Essential teamwork Lack of time, funds and staff Child: Low attention and resistance to change

Recent research suggests that preschool (three-to six-years-old) children's food cognition involves much more than the nutritional information usually conveyed by traditional food education programs. This review aims at collecting the empirical evidence documenting the richness of preschoolers' conceptual knowledge about food. After introducing the relevance of the topic in the context of the research in early food rejection dispositions (Sect. 1), we draw from empirical contributions to propose the first classification of food knowledge in the field, which includes taxonomic (2.1.), relational (2.2.), and value-laden food knowledge (2.3.). Finally, in Sect. 3, we highlight some theoretical shortcomings of extant literature, suggesting that the account of food knowledge we propose could be employed to develop more effective educational strategies that mitigate early food rejection behaviors (e.g., food neophobia). Early conceptual knowledge about food.

last change: 2014-06-12, published www.icpe2013.org/proceedings, p. 561-569) Climate change science is a multidisciplinary field. Many important functions of the climate system are domain of Climate physics. We claim, that physics teachers should have good understanding of basic principles of climate physics, e.g. greenhouse effect and causes of sea level rise, in order to transmit the knowledge towards their pupils. Dozens of studies have shown that people (mostly students or pupils) confuse greenhouse effect with ozone hole. To investigate the roots of misconceptions, we interviewed students at Masaryk University, Faculty of Education, who suppose to become physics teachers. We found their understanding of greenhouse effect is poor, ozone holes are out of their scope. Our results are being utilized to design a university course using laboratory and outdoor experiments and measurements, explaining vital concepts thoroughly – some examples are here too.

The importance and benefits of friendship to the well-being of older adults has been extensively explored in research. This chapter examines the social construction of older age and later life by men (aged 65 and over) in the context of a particular ‘type’ of friendship, namely, intergenerational friendships. Intergenerational friendship is understood as a friendship between a younger and a significantly older adult, who are not related. This chapter discusses how older men negotiate age and ageing in their everyday lives, with and through their intergenerational friendships. We conclude that older men do not conform to the representations of older people as being disengaged and a ‘burden’. Within the realm of ageing masculinities and intergenerational friendship, these men perceive themselves as an equal ‘partner’, giving, and taking in equal measure, challenging expectations of what older people ‘should’ do and be. The research and conclusions presented have implications for policy and practice, in contributing to the understanding of how older men seek enjoyment and belonging in later life.

When people think of geography, they often think of students memorizing names of state capitals, landforms, and oceans. To the contrary of this popular misconcep-tion, geography is a rich discipline of study that focuses on the characteristics, relationships, and spatial patterns of the human and natural worlds. Geography includes learning about cultures, geopolitics, natural systems, resource distribution and use, and mapping spatial data to better understand the world. As the U.S. national geog-raphy standards illustrate, a geographically informed person is someone who views the world spatially. Under-standing the way in which the world is organized spatial-ly is critical to learning and doing geography. The 18 national geography standards presented in

There is no abstract in the original article. *Bu calisma daha once Solem, M., Tu Huynh, N. Ve Boehm, R. (2014) Geoprogessions, Learning Progressions for Map, Geospatial Technology, and Spatial Thinking: A Research Handbook adli eserde “Research on Thinking and Learning with Maps and Geospatial Technologies” basligi ile kitap bolumu olarak yayinlanmistir (ss: 9-21). Kitabin yayinlayicisi olan National Center for Research in Geography Education ile editorlerinin izni ile Turkce’ye cevrilip dergide

Arastirmada, yedi ve on yasindaki cocuklarin sevgi kavramini cizdikleri resimlerde nasil ifade ettiklerini belirlemek amaclanmistir. Bu arastirma, nitel arastirma modelinde fenomenolojik desen seklinde tasarlanmistir. Calisma grubuna, Ankara’daki bir ilkokulda birinci sinifa devam eden 13 ve ilkokul dorduncu sinifa devam eden 13 cocuk dahil edilmistir. Bu arastirmanin verileri cizim ve gorusme tekniklerinin bir arada kullanilmasiyla toplanmistir. Elde edilen veriler icerik analizi teknigi kullanilarak analiz edilmistir. Arastirma sonucunda; her iki yas grubunda da cocuklarin en sevdikleri kisiyi cizdikleri resimlerde daha cok arkadaslarini cizmeyi tercih ettikleri belirlenmistir ancak on yas grubundaki cocuklarin resimlerindeki arkadas cizimlerinin yedi yas grubundaki cocuklardan daha fazla oldugu bulunmustur.

Makale Türü : Araştırma Makalesi Bu araştırmanın genel amacı, Türkiye'de 2016-2020 yılları arasını kapsayan beş yıllık süreçte okul öncesi çocuklarının resim çizimleri kapsamında yapılan çalışmaların incelenmesidir. Bu genel amaç doğrultusunda incelenen konuların yıllara göre dağılımı, kullanılan araştırma yöntem ve tekniklerinin dağılımı son olarak da katılımcı gruplarının dağılımı incelenmiştir. Makale ve tezlerin seçiminde Türkiye'de 2016-2020 yılları arasında yapılmış olması öncelikli tarama ölçütü olarak benimsenmiştir. Araştırmanın örneklemini tez ve makalelerden oluşan toplam kırk dört çalışma oluşturmaktadır. Veriler doküman analizi yöntemi ile toplanmış, betimsel analiz ile de çözümlenmiştir. Elde edilen bulgulara göre okul öncesi çocuklarının resim çizimlerinde daha çok bir olaya duruma karşı algılarını, duygu ve düşüncelerini belirlemek amaçlanmıştır. Özellikle incelenen araştırmalardan çocukların öğretmen ve çevre konusundaki algıları ile ilgili çalışmalar yapıldığı görülmüştür. Araştırmada çoğunlukla nitel araştırma modeli tercih edilmiş olup karma araştırma yöntemine çok az yer verilmiştir. Son olarak, taranan çalışmalarda, katılımcıların büyük çoğunluğunu çocukların oluşturduğu öğretmenler ya da ebeveynlere çok az yer verildiği tespit edilmiştir.

There is a growing body of interdisciplinary literature on the representation and construction of ageing masculinities; however, there is a lack of specific analysis of older men's responses to cultural images of ageing. It is important to examine how cultural meanings around ageing may inform older men's lived experiences, an underexplored aspect of gender and social relations. This article does so and contributes to social gerontology and masculinity studies. It draws on focus group discussions and follow-up interviews or reflective diaries with seven men aged 65–73 years, varying in terms of relationship status and sexual orientation. The research forms part of an international study. It discusses the initial thematic findings, interpreted with reference to literature on ageing in culture and society, and hegemonic masculinities. The analysis identifies five primary themes: underrepresentation and stereotyping in media; diminishment of family role; transition from work to...

Resumo: Este trabalho objetiva delimitar a indexação social das formas alveolar e palatal dos fonemas /t, d/ no estado brasileiro do Rio Grande do Norte (RN), em ambiente átono contíguo a ditongo, no qual essas realizações estabelecem relação de variação (CRISTÓFARO-SILVA

Ageism can be seen as systematic stereotypes, prejudice, and discrimination of people because of their age. For a long time, society has accepted negative stereotypes as a norm. When referring to older adults, the United Nations Global Report on Ageism warns about a severe impact. The Intergenerational Study for a Healthy Aging, a questionnaire about believes, stereotypes, and knowledge about older people and grandparents, was administered to 326 Spanish biology and medical students. Here we report the results of stereotype analysis through adjective qualification of the youth and older people performed before the survey. Content analysis of two open questions about metacognition at the end of the survey is also presented. The results show that: (1) The questionnaire promoted metacognition; (2) Positive metacognition toward grandparents was higher than for the general old population; (3) Most participants were not conscious about ageism; (4) Gender was a key factor—male students wer...

This paper looks at the distinctive ways in which critical studies of men and masculinity and critical feminist scholarship have sought to bring the concept of 'globalisation' into their research. A key concern of the paper is to outline these two interrelated , yet competing perspectives employ understandings of globalisation as a gendered process. In discussing the critical masculinities studies literature associated with writers such as Michael Kimmel and R. W. Connell, we argue that this research often approaches the process of globalisation in macro-structural terms; stressing the reification of hegemonically masculine values and identities in modern capitalist society. In this sense globalisation is viewed in terms of the entrenchment of masculinised processes of 'business-globalisation' that corresponds with the interests of elite men-what Connell has labelled 'transnational business masculinity'. Although the idea of hegemonic masculinity is often presented as a context within which competing and alternative gendered identities emerge-in this sense, gender identities are tied to notions of a 'global gender order' in which certain types of masculinity are dominant. By contrast a feminist body of literature that has emerged within studies of political economy, social anthropology and sociology has engaged more critically with notions of gendered identities in international politics-highlighting how gendered forms of inequality are cross cut with other forms of inequality (in particular those based upon race and ethnicity). More recently, this literature has started to problematise the very category of gender highlighting how the gendered impacts of globalisation manifest themselves in terms of the reshaping of and challenging of established gender identities. Our analysis therefore raises concerns about the use of fixed categories such as 'hegemonic masculinity'. In this sense, whilst there is some importance in dealing with concepts of elite or hegemonic masculine identities in thinking about globalisation-this should not be at the expense of a more theoretically nuanced understanding of the gendered impacts of globalisation. Essentially we wish to demonstrate that whilst there is a clear analytical usefulness in dealing with ideas of hegemonic masculinity; at the same time, this should not be at the expense of developments within feminist theory.

Para o presente artigo, apresentamos, parcialmente, a edição diplomática do Livro de Fábrica, pertencente ao século XIX, exarado no distrito de Cachoeira do Brumado (Mariana-MG). O objetivo deste texto é duplo: (i) fazer uma discussão sobre a importância da transcrição feita com critérios filológicos, o que dá respaldo à edição, tornando-a apta para uma pesquisa sobre a história da língua portuguesa do Brasil (PB) e (ii) mostrar/analisar a variação de vogais pretônicas, via escrita, recolhidas desse manuscrito. Após a transcrição do referido documento, com base em normas estabelecidas para esse fim, foram levantados casos de alçamento e abaixamento de vogais pretônicas, com base em Bisol (1981), Magalhães (2013) dentre outros autores. Quanto às considerações finais, discutimos como esse tipo de documento é importante para conhecermos e darmos a conhecer o estágio pretérito da língua portuguesa, no caso específico a variação de vogais pretônicas, desde que o manuscrito receba um trat...

I never seen my great grandpa-I seen some old people in Minnesota. '" Brandon, age four Bringing together groups of preschoolers with older people is a concept that is gaining in popularity. Commonly referred to as intergenerational, these experiences-when carefully planned-have been shown to provide children with positive experiences. More specifically, the National Council on Aging defines intergenerational programs as "planned activities that increase cooperation and exchange between any two generations for their mutual benefit."

Regular consumption of soft drinks increases energy intake and leads to increased risk of obesity and tooth decay (Hayden et al., 2013). Insufficient consumption of fruits and vegetables, as an important source of fibres, antioxidants, vitamins and minerals, is a frequent problem (Holubčíková, 2016). Recently, the consumption of energy drinks has become important because of negative effects on health, particularly on the cardiovascular and nervous systems (Ali, Rehman, Babayan, Stapleton, & Joshi, 2015; Bašková, Baška, & Holubčíková, 2016). Although health consequences of the abovementioned unhealthy eating habits emerge mostly during adulthood, their roots extend into childhood. Unhealthy eating habits can be caused at least partially by a knowledge deficit in this area (Naaeni et al., 2014).

The development of spatial abilities in young children leads to better achievement in STEAM education and in their daily lives. Early interventions have been shown to be highly effective in developing spatial abilities. In this study, the spatial abilities curriculum of the Greek kindergarten is described, and the use of maps is recommended for inclusion in the curriculum. This study examines kindergarten pupils’ spatial abilities at the end of two consecutive preschool years and determines whether attending kindergarten for one or two years succeeded in developing the participating pupils’ spatial abilities and achieving the goals set by the curriculum. Furthermore, it investigates which spatial abilities can be developed to the greatest and lowest degree and whether there is a statistical difference in achievement between age (1 or 2 years of study) and gender. The research sample consisted of 90 pupils from 5 different kindergarten classes; these pupils had attended kindergarten ...

Recent advances in computational and global modeling technology have provided the potential to improve weather predictions at extended-range scales. In earlier studies by the author and his coauthors, realistic 30-day simulations of multiple African easterly waves (AEWs) and an averaged African easterly jet (AEJ) were obtained. The formation of hurricane Helene (2006) was also realistically simulated from Day 22 to Day 30. In this study, such extended predictability was further analyzed based on recent understandings of chaos and instability within Lorenz models and the generalized Lorenz model. The analysis suggested that a statement of the theoretical predictability of two weeks is not universal. New insight into chaotic and non-chaotic processes revealed by the generalized Lorenz model (GLM) indicated the potential for extending prediction lead times. Two major features within the GLM included: (1) three types of attractors (that also appeared in the original Lorenz model) and (2...

This paper analyzes some of the current debates on child labour in the context of the global South. It explores the ways in which ideologies of childhood-how society constructs what children should do in terms of work and how childhood ought to be-sharpen the debates over what the author identifies as three approaches of child labour: a) discourses on workfree childhoods; b) socio-cultural perspectives on work; and c) the political economy of child labour. By highlighting aspects of children's work that are underrepresented in the academic literature, as well as international policy circles, the paper suggests a "holistic" approach to child labour. In doing so, it draws analytical attention to shifting forms and relations of children's work, children's differentiated perspectives about their working lives, and the importance of grounding their work in complex material social practices of interconnected histories and geographies in which children's livelihoods continue to unfold.

Any discussion of the “family collective” and the place of children within it requires an understanding of what constitutes a family and what a child is. Since ”family”, “child” and “agency” are all value-laden notions full of meanings, and vary cross-culturally, they need to be unpacked, and this is one of the things I will be doing throughout this lecture. What is a family? Is there one ideal Ethiopian family collective? Who is the ageless, genderless and culture-neutral “child”? Also, how is the agency of children in the plural differentiated, intersected and dissected by religion, ethnicity, stage of childhood, and social maturity, as well as rural and urban locations? To what extent are the actions of children constrained or enhanced by the family collective and vice versa? Clearly, these are very broad and complex questions, and while I do not attempt to answer them all, I try to approach them from the perspective of my own discipline of geography, largely focusing on rural-ur...

Although the idea that children are social actors is well-recognised within childhood studies, the structural contexts shaping child agency and the everyday practices that manifest in children’s social relationships with other generations are not fully elucidated. This article identifies and discusses multiple and often contradictory concepts of agency as well as a framework for re-conceptualizing it as a continuum, and as interdependent. The central argument I make is that there is a need to go beyond the recognition that children are social actors to reveal the contexts and relational processes within which their everyday agency unfolds. It is also vital to ask what kind of agency children have, how they come by and exercise it, and how their agency relates them to their families, communities, and others. The article draws on research and ongoing debates on the life worlds of children in diverse African contexts in order to critically demonstrate how their agency is intersected by...

This article explores the working lives of street children in Addis Ababa, focusing in ~~~t d~~t~~~l particular on an analysis of begging. Based on participatory research approaches, it discusses the social and economic significance of begging for impoverished children, Research Fellow* documenting what they beg for, how and why, as well as what they think about their Norwegian Centre involvement in the activity. It is argued that although begging is a way of life that some for child ~~~~~~~h , children have followed since early childhood, for others it is merely a pastime activity, and a temporary survival strategy from which they will eventually 'move on'. The Trondheim practice of begging is complex and fluid, largely depending on the changing nature of children's livelihood pathways, economic capacity, and relations with both the public and their families. Many children view begging as a shameful activity that they would prefer to avoid if they had alternatives. However, a large majority also consider it as a central part of their livesas 'work'-through which they can fulfil the expectations of their parents and share responsibilities as members of their household. The conclusion is that interventions to improve the livelihoods of these children need to take more seriously the structural constraints of poverty and exclusion, as well as children's mobility. transient experiences, and social skills.

This paper explores the everyday life experiences of boys and girls who beg on the streets in Addis Ababa. Based on seven months of child-focused research, it discusses begging as an often overlooked but crucial aspect of social reproduction in which children earn resources in order to contribute towards their household livelihoods. It is argued that child beggars are not passive victims of their circumstances, but are aware of the fact that begging is not a perpetual predicament in their lives. Moreover, the activity of begging is complex and fluid, and is based on the changing nature of the children's experiences, livelihoods and socioeconomic conditions. Age, gender, social maturity and availability (or lack) of alternative income-generating strategies are important variables shaping both their spatio-temporal participation in and withdrawal from the activity. The perception of the public towards the children's involvement in begging and the children's own perceptions and reactions to it differ. The findings suggest that, as opposed to most children who construct their engagement as shikella, or simply business, the public has an ambivalent attitude, associating children with aspects of the culture of poverty, and considering them either 'at' risk or 'as' risks. The study concludes that interventions to improve these children's lives need to take more seriously their transient experiences, resources and social skills.

The paper explores the methodological and socio-ethical dilemmas of researching with disadvantaged children in two contrasting fieldwork settings in Ethiopia. The challenges of adhering to dominant, 'Western' ethical principles and of creating and sharing ethical spaces during fieldwork are discussed. It is argued that research ethics originating in the Global North entail standards that are difficult to apply in social, cultural and economic contexts elsewhere, and that these needed to be reworked in reflexive ways during fieldwork. The indeterminate nature of grounded field research and the fluidity of its unfolding directions, not only make the contextualization of universal ethics in local ethos about childhood necessary. The paper also highlights how fieldwork with children is a morally contested terrain embedded in and through personal, social and ethical spatiality (Soja 2001, Massey 2005). Some questions are raised that require further consideration in research with children in similar circumstances.

Pseudonyms have been used for individuals, schools and local places to protect their anonymity. 2 Enset is a banana-like plant, with a stem and root that can be processed for food. 3 A peasant association is the lowest administrative unit in rural Ethiopian contexts, consisting of households and villages that are classed as grouped together according to their geographical proximity, and for administrative convenience, tax collection and service delivery. 4 Catha edulis

The International Hellenic University (IHU) participates in a project partially funded by EU, named "Umbrella", aiming at providing the necessary psychological support and counseling, especially to disadvantaged students, towards the completion of their studies [1]. To this end, a network of academic experts were asked to select and train the iMentors, who are IHU students willing to support and help their counterparts. The purpose of the present study was to evaluate the iMentors' training program of the Umbrella project, in which 75 students participated. Their mean age was 22.2 years old (SD=3.89), and 66.7% were women (N=50). The iMentors are enrolled at 15 different departments of the IHU Alexandria Campus in Thessaloniki, Greece. An evaluation instrument comprised of ten items was developed specific for the purpose of the current study and was administered to participating students. Responses were given on a five-point Likert scale. Exploratory factor analysis indicated the retention of two reliable factors. Items designed to assess the "trainers" were loaded on the 1rst factor, whereas items designed to assess the "organization of the training" were loaded on the second factor (alpha values .876 and .896 respectively). The association between the two factors was positive, significant, yielding a strong value of .730. Descriptive statistics as well as one sample t-test showed that participants were very satisfied from the training program. Comparison of the two aspects of the training indicated that the iMentors were significantly more satisfied from the "trainers" factor than from the factor "organization of the training". The current findings seem to suggest the positive evaluation of students participating in the iMentors training program and gives us important information for the improvement of the "organization of the training" for future use.

How can we move: From a careful observaEon of an ordinary moment To an understanding of how it is extraordinary. Children look at the moon that is somewhat pale in the daylight. Sam, "That's the moon. You can also see it a night." Sarah, "At night. Yeah, at night it's (moon) preAy bright." Teacher thinks…. What would be the reason you could see the moon both in daylight and at night. Do the children think that the moon has its own source of light? Stephen, "Well, someEmes it's broken. Teacher thinks…. Stephen remembers seeing a half-moon. Do the children think that the moon loses a part of its mass? Actually, children's books oTen show a boy siUng on a crescent moon. Sally, "Not always." Teacher thinks…Sally might be thinking the moon reverses from a half to a whole. Will the children wonder how the moon restores the missing part?