This systematic review study examines the relationship between language development, executive function, and screen time in early childhood. The early childhood period is a crucial phase for the development of the brain, during which fundamental language and executive function skills undergo rapid evolution. This review synthesizes findings from 14 peer-reviewed studies that focused on language development, executive function, and screen time together to provide a comprehensive understanding of their relationship. The findings of current study were categorized under four themes: screen content and adherence to guidelines, parent-child interaction and the family context, passive and active screen time, and attention issues. The findings suggest that interactive and educational screen content may positively influence language development and executive functions when aligned with recommended screen time guidelines. In contrast, excessive passive screen time, such as watching television, has been associated with negative impacts on cognitive and social skills, particularly affecting attention, memory, and emotional regulation. The prevalence of attention problems is found to be higher in individuals who engage in high levels of screen time. This highlights the necessity for balanced consumption of screen media. The review emphasizes the pivotal role of parent-child interaction, where high-quality engagement and verbal scaffolding during screen time can mitigate adverse effects. Furthermore, socioeconomic and cultural factors also play a significant role. Higher socioeconomic status (SES) families are better able to manage screen time and leverage educational content to support development. These findings have the potential to inform the actions of parents, educators, and policymakers. Adherence to recommended screen time guidelines can mitigate the potential negative impact on executive functions and language skills. Furthermore, the importance of limiting passive screen time and ensuring a balance between screen use and real-world interactions and play opportunities is also highlighted.

Many tools are used in child assessment during early childhood to support the development of children and plan the educational process. Originating in New Zealand, “learning stories” is a technique of observation that enables the assessment of children during early childhood. A learning story is the documentation by a teacher (or parent) of what a child (or group of children) is observed doing in an early childhood program. The adult must know the child well to properly assess a child’s learning. Learning stories are narratives constructed from structured observations designed to provide a collective perspective on a child’s learning. Observations obtained using this method are reinterpreted as stories, then analyzed and used as a basis for planning. Teachers collect ‘critical events’ or moments that seem important to a child. By analyzing a few of them through a narrative, they try to reveal the child’s learning path and the pattern of their learning tendencies in the form of stories. The “learning stories” method, used in many countries across the world in early childhood, is not used in early childhood education in Turkey. In this context, this study was carried out to introduce the method to educators, families and researchers working in the field of early childhood, and to present the important points that should be considered during practice in the preschool period. This study was planned as a case study, which is a qualitative research method. The study group consisted of a teacher working in the preschool period (48–60 months) and a child in the classroom. The study included observations of the preschool teacher and examples of the learning stories created using these observations, followed by the analysis of the interview conducted with the teacher. It can be argued that the learning stories method is an alternative assessment method that can be used to evaluate the curriculum in early childhood education in Turkey, as is the case in many countries.

In this study, which carried out on Sarıncof Lake on 13 July 2021, 27 species from Rotifera, 6 from Cladocera, and 3 from Copepoda, belonging to zooplankton groups were identified in a total of 36 species. Among the identified species, Rotifers were the dominant group with a rate of 51 %. This was followed by Copepoda 28.3 % and Cladocera 20.7 %, respectively. The identified species are the first record for Sarıncof Lake, which is the subject of the study.

Aim: The present study aimed to investigate the correlation between teacher agency and self-perceptions of the teachers about curriculum literacy and to determine whether the impact of curriculum literacy on effective instruction was significant Design/Methodology/Approach: The study population included 961 teachers employed at public high schools in Bolu province urban center during the 2022-2023 academic year. The study sample included 365 teachers assigned with the convenience sampling method. The present study was conducted with the predictive correlational research design to explore the correlations between the selected variables; curriculum literacy (independent) and teacher agency (dependent). “Teacher Agency Scale” and “Curriculum Literacy Perception Scale” were employed to collect the study data. Statistical analysis of the collected data was conducted with correlation tests and multiple linear regression analysis. Findings: The study findings revealed that the general perceptions of the teachers about agency and curriculum literacy were high. The correlational analysis indicated that there were positive and significant correlations between the teacher agency (learning agency, teaching agency, optimism, constructive engagement) and curriculum literacy (recognition of the curriculum, implementation of the curriculum, questioning the curriculum, and valuing the curriculum) factors. Regression analysis findings demonstrated that the curriculum literacy sub-dimensions significantly predicted teacher agency.