Theory and Practice in Child Development

The Effect Of Developmental Sensorimotor Play Programs On Children With Special Needs

Özlem Kiriş — 2025-12-18

This study aimed to examine the effects of the neuroplasticity-based Developmental Sensory-Motor Play Program (GEDOP) on children with special needs from various diagnoses. The program was applied to 5-10-year-old children with autism spectrum disorder (ASD), language delay, and orthopedic disabilities through their mothers. A quasi-experimental design and qualitative methods were used in the control group study. A semi-structured interview form was created for data collection, and the questions were directed to the mothers in the study groups through pre- and post-interviews. Anecdotal recording forms were provided to mothers to track the children's developmental levels and evaluate notable situations in the experimental group. Research data were supported by information from these forms. The responses to the interview questions and the data in the anecdotal records were analyzed using descriptive content analysis. The results indicated that the Developmental Sensory-Motor Play Program positively contributed to the developmental levels of children with special needs.

Investigation of the Relationship Between Delinquent Behaviors of Adolescents and Parental Acceptance-Rejection Perceived by Adolescents

Merve Ata Ütebay — 2025-12-18

In this study, it is aimed to examine adolescents’ delinquent behaviors with various variables and to evaluate the relationship between adolescents' delinquency tendency and perceived parental acceptance and rejection levels. This is a descriptive study with a screening model. The research study group consists of 281 adolescents in the 12-17 age group in official schools where high school adolescents attend high school of National Ministry of Education in Hassa District of Hatay province. Tools used for data collection were "General Information Form" prepared by the researcher in order to collect socio-demographic data about adolescents and their parents as a data collection tool in the study, the "Criminal Behavior Scale" to determine the criminal behaviors of adolescents, and the "Parental Acceptance Scale (Child / Adolescent Form-Short)" to determine perceived parental acceptance and rejection by adolescents.As a result of the study, moderately positive and significant relationship was found between the total scores of Criminal Behavior and the total scores of the Mother Acceptance Rejection Scale and Father Acceptance Rejection Scale. Also, it was found that the delinquent behaviors of adolescents differed according to gender, the way the family was punished, and the type of movie they preferred to watch. In line with the findings of the study, suggestions were made to parents, experts working with children, institutions and organizations.

Greek Preschool Children’s Perceptions of Parental Warmth in Cases of Family Crisis

Eleftheria Mitrogiorgou — 2025-12-18

The purpose of the present research is to study preschool children’s perceptions of parental warmth, in cases of family crisis stress, in Greece. Specifically, it aims at investigating the connection between family crisis (parental unemployment, divorce/separation or migration) and perceived maternal or paternal acceptance and rejection. The sample consisted of 550 preschool children (Μ=4.91 years, SD=.56), almost half of them boys (48.9%) and half of them girls (51.1%). In addition, setting a criterion of specific family crisis cases (unemployment, divorce/separation, moving/immigration) for 24 months or less, during the sampling procedure, families without crisis reached 50.4% of the sample and families facing crisis reached the 49.6%. The respondents completed the Greek version of the Early Childhood Parental Acceptance-Rejection Questionnaire (ECARQ), for mother and father. The main results of the research indicate that (a) mothers are perceived as warmer and more hostile at the same time in the total sample, (b) parents who are members of families with crisis are conceived as more indifferent and hostile, (c) fathers of families with crisis are conceived as less warm, (d) in families with divorce/separation fathers are conceived as more indifferent and more hostile than fathers in families with unemployment or immigration. Concluding, parental divorce/separation is the case of family crisis that correlates the most with the parental acceptance and rejection, as perceived by preschool children.

Influence Of 100 Books For 100 Days eTwinning Project On Preschool Teachers’ Book Selections

Merve Yağcı — 2025-12-18

Reading and reading comprehension play a critical role in an individual’s cultural and cognitive development. Establishing reading habits during early childhood lays a strong foundation for lifelong learning. The 100 Books for 100 Days eTwinning project aims to foster this habit by encouraging participating teachers to involve families in reading 100 high-quality children’s books with their children. This study investigates the impact of the 100 Books for 100 Days eTwinning project on preschool teachers’ selection of children's books. A quantitative research design was employed, using a one-group pretest–posttest experimental model. The study group comprised 150 preschool teachers working in public kindergartens under the Ministry of National Education across various provinces in Turkey during the 2022–2023 academic year. All participants were registered on the eTwinning platform and voluntarily took part in the project. Data were collected using the “Scale of Preschool Teachers' and Parents' Criteria for Children's Book Selection (3–6 Years).” To analyze the data, the Wilcoxon signed-rank test—a non-parametric statistical method—was applied to determine whether there was a significant difference between the participants’ pretest and posttest scores. The findings indicate a statistically significant improvement in participants’ scores following the intervention, favoring the posttest results.

Challenges Faced by Out of School Female Street Children and Teenagers Engaged in Begging in Tanzania

Abdallah Seni — 2025-12-18

Street begging among children and teenage remain a barrier to accessing basic education for girls. This study explores the challenges surrounding out of school girls engaged in begging and examines their future aspirations regarding schooling. Mixed method approach but qualitative dominant was deemed relevant to understand the phenomenon in its context. Using a purposive, snowball and incidental sampling techniques, a total of fifty-seven (57) participants were sampled including fifteen (55) female street children and teenage beggars, (1) District social welfare officer and one (1) District Community Development Officer in Dodoma City of Tanzania. Quantitative data were analysed using Statistical Package for Social Science (SPSS) while qualitative data were analysed thematically. The results indicated that these girls encountered hardships in the street including violence, sexual harassment, rape and beatings from the male street children beggars and the general public. The findings underscore how girls involved in street begging endure hardship and their schooling aspirations remain in darkness. The incidence of such terrible phenomenon made their future aspirations in dark and guaranteed the deprivation from schooling. The need for more inclusive interventions to tackle the phenomenon in each nation as per contextual conditions arises.

Examination of Primary School Teachers’ Opinions on School Readiness Skills: Türkiye and the United States of America Example

Nefise Semra Erkan — 2025-12-18

The transition to primary school is a crucial stage for children, teachers, and parents, with a particular focus on first-grade readiness. Teachers and parents worry that children must be well-prepared for the academic challenges of school. Primary school introduces a new social environment where children engage in structured educational activities, develop friendships, and acquire foundational academic skills. A child's readiness for school, encompassing knowledge, attitudes, skills, and behaviors, is influenced by prior experiences, which vary significantly among children from different backgrounds. This cultural variation affects the expectations of school readiness and academic success. This study aims to explore the perspectives of first-grade teachers from Turkey and the United States regarding essential school readiness skills. It also seeks to identify which skills these teachers prioritize. The study involved 126 first-grade teachers (63 from Turkey and 63 from the U.S.) and used a "Demographic Information Form" and a "Primary School Readiness Skills Survey" for data collection. The findings revealed key cultural differences: Turkish teachers emphasized "hand-eye coordination" in physical development, while American teachers highlighted "age-appropriate fine motor skills." Both groups ranked "following the teacher's instructions" as the most important factor in social-emotional development and "willingness to learn" as the most important approach to learning. For language development, Turkish teachers prioritized "expressing thoughts and feelings fluently," while American teachers focused on "phonological awareness." In cognitive development, Turkish teachers valued "conceptual knowledge," while American teachers emphasized "basic math skills." Both groups agreed on the importance of self-care skills, such as using the bathroom and personal hygiene.