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ÇELİK, BÜŞRA

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ÇELİK

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Author: BİLGİN KÖSE, NAZİFE HÜLYA ×

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    Marmara Aile Becerileri Eğitim Programı (MABEP) Gelişim Takvimi / Gelişim Paketleri ( 6 Kitap)
    (El ele İlk Adım, 2022-01-01) BİLGİN KÖSE, NAZİFE HÜLYA; ÇELİK, BÜŞRA; URAL, OZANA; POLAT, ÖZGÜL; KÜÇÜKOĞLU, ELİF; YILDIZ, TUBA; ÜNSAL, FATMA ÖZGE; URAL O., POLAT Ö., KÜÇÜKOĞLU E., BİLGİN KÖSE N. H., ÜNSAL F. Ö., YILDIZ T., ÇELİK B., KUTLUATA A.
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    5 yaş çocukları ve annelerinin paylaşımlı okuma teknikleriyle gerçekleştirdikleri ev merkezli kitap okuma uygulamalarının incelenmesi
    (2022-12-25) ÇELİK, BÜŞRA; UYANIK, GÜLDEN; BİLGİN KÖSE, NAZİFE HÜLYA; ÇELİK B., UYANIK G., BİLGİN KÖSE N. H.
    This study aims to examine the effect of home-based book reading practices performed by 5-year-old children and their mothers with shared reading techniques. For this purpose, the research was designed as a convergent mixed method. The research was modeled as an "experimental model with pretestposttest control group". The study group consists of 28 children aged 5 years and their mothers who were enrolled in a preschool in the Beyoglu district of Istanbul province in the 2020-2021 academic year. 28 children were randomly assigned to the experimental and control groups, and 3 experimental and 1 control group were formed. Information on the demographic characteristics of the study group was collected with the Mother Information Form. Turkish Early Language Development Test (TEDİL), Parent-Child Relationship Scale, Early Literacy Skills Assessment Tool (EOBDA) and Parent Attitude Scale were used as quantitative data collection tools. Audio transcriptions from the experimental process were used as a qualitative data collection tool. As a result of the research, it was concluded that dialogic reading and print referencing made a significant difference in some sub-dimensions of oral language skills and early literacy skills. In addition, it was found that it contributed positively to the mother-child relationship and decreased the authoritarian attitude of the mothers and increased the democratic attitude. The fact that there was no difference in the applications performed without using the technique emphasizes the importance of the ‘interaction’. In the qualitative analysis, it was seen that the mother and child verbal participation at the basic level was realized, but the most qualified verbal participation was in the (1)dialog-based reading and (2)print referencing. Similarly, it was concluded that maternal warmth and maternal sensitivity were seen most in dialogic reading. The participation of the mother and the child affects the child's language and literacy skills and the mother's attitude.
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    An Evaluation of the Effect of Marmara Family Skills Education_x000D_ Program on Parent’s Self-Efficacy Levels and Support Skills
    (2021-06-22) ÇELİK, BÜŞRA; Ozana URAL;ÖZGÜL POLAT;Hülya BİLGİN;FATMA ÖZGE ÜNSAL;Elif KÜÇÜKOĞLU;BUSRA CELIK;Tuba ÖZKABAK YILDIZ;Ayşe KUTLUATA
    The Marmara Family Skills Education Program (MFSEP) is an early intervention program that provides services to families with0- to 3-year-old children, using face-to-face and distance education technologies. This study aims to analyze the effect of MFSEPon parent self efficacy and their skills in promoting the growth of their children. In the research conducted in cooperation with theMarmara University and Mersin Yenişehir Municipality, 17 and 15 volunteer families made up the experimental and control groups,respectively. In other words, the study group comprised a total of 32 families. During the research process, MFSEP material wasgiven to the families in the experimental group, and the MFSEP was implemented with 12 sessions over 9 weeks. The families in thecontrol group were not given the material and were not included in the sessions. MFSEP implementations were carried out witha hybrid model where face-to-face and distance education technologies are used together. The families in the experimental andcontrol groups were subject to pretest and posttest applications at the beginning and end of the sessions, respectively. Moreover,qualitative data were gathered from the families in the experimental group through a semistructured interview form. The results ofthis study indicated that MFSEP participants differed with respect to self-efficacy levels statistically and that MFSEP made a positiveand significant contribution to the development levels of the children of MFSEP participants owing to the developmental activitiesthat were offered and implemented by parents with their children at home.