This study aimed to examine the effects of Montessori Education on children’s self-regulation skills in the preschool period. The study had a 2 × 2 mixed design, wherein the dependent variable was self-regulation levels of 3, 4, 5-year-old children (experimental group: 62, control group: 53) and the independent variable was education based on the Montessori Method whose influence on children’s self-regulation skills was examined. The study employed the Demographic Information Form, the Preschool Self-Regulation Assessment (PSRA). The study results yielded a significant difference in posttest mean scores for Self-Regulation and Attention/Impulse Control between experimental and control group children, while there was no significant difference in Positive Emotion. There was a significant difference for Self-Regulation and Attention/Impulse Control between the pretest and posttest mean scores of experimental group children, whereas the analyses indicated no significant difference between pretest and posttest mean scores of control group children for Self-Regulation, Attention/Impulse Control and Positive Emotion.

Adolescence is a critical period in which significant developments occur in social-emotional learning skills and peer relationships. Therefore, it will be important to know which variables are effective in social-emotional learning skills and peer relationships and to determine whether there is a relationship between these two skills. This study is a cross-sectional field study based on the model of the quantitative descriptive survey. The research group of the research consists of 364 students between the ages of 14 and 18, those who are located in the Provincial Center, those who are associated with Bilecik Provincial Directorate of National Education in Turkey within the 2019-2020 Academic Year and those who continue their high school education. For the research data, Social-Emotional Learning Scale developed by Totan (2018) and Peer Relationships Scale developed by Kaner (2000) and personal information form about students were used. As a result of the findings, it was found that adolescents had the highest score in the sub-dimensions of responsible decision-making and commitment and the lowest in self-disclosure and loyalty. Self-awareness and relationship skills, which are the sub-dimensions of social-emotional learning, affect the peer relationship. Besides peer relationship was found to be positively associated with social-emotional learning.

This study aims to identify the burnout levels of teachers working in preschool, elementary school and private education institutions and to review if a significant difference is produced by miscellaneous variables in their burnout levels. The study has been conducted on a total of 228 teachers working in preschool, elementary school and private education institutions at medium socio-economical level in the province of Ankara. “General Information Form” has been used to gather information on teachers themselves while “Maslach Burnout Inventory” developed by Maslach and Jackson (1981). The study concluded that the field of work, financial opportunities, sufficiency of personnel in terms of quantity and quality have an impact on the burnout levels of teachers while it's further identified that civil status, physical conditions at school, variety and adequacy of educational materials also impact the burnout levels of teachers.

In this study it is aimed to identify the views of mothers regarding interactive book-reading process to their children whose ages are between 46 and 62. In the survey the qualitative pattern was conducted. 46-62 months old children and their mothers were the participants of this qualitative study. A ‘semi-structured interview form’ was used to indicate the views of mothers regarding interactive book-reading process. After the first interviews a three-session seminar was held for the volunteered participating mothers. At first part of the seminar, the mothers were presented the language development of children and supporting this development with some samples. Then the impacts of book-reading on their development, the features of pictorial books, the criteria of choosing reading books some features of the books and the ways of interactive book reading to children and such issues were discussed. In the second and third parts of the seminar, practical interactive book-reading activities were applied. Following this, mothers were asked to read 3 books a week, totally 27 story-books within 9 weeks. For each reading book, mothers filled a form so called ‘story book verse form’. Lately the interviews were conducted with mothers after they read the books. According to the results, the findings of the second interview indicated that interactive book-reading has a positive impact on children’s development and mothers’ interactive book-reading skills.

This study aims at investigating the definitions, types and causes of child neglect and abuse, as well as their impacts on children, preventive efforts, and offers suggestions. Child neglect is the inhibition of a child’s physical, psychological, moral or social development due to negligence on the part of the parents, caregivers or other adults to provide the basic essentials. Child abuse, in its broadest sense, is the child being intentionally exposed to circumstances, which result in the inhibition of his/her physical, sexual, economic or psychological development by parents, caregivers or other adults. Children who are exposed to neglect or abuse suffers from health problems, such as, psychological problems, developmental delay, depression, low self-esteem, aggressive behavior, poor academic and work performance, learning disorders, difficulties in peer relationships or criminal tendencies. In order to mitigate its impact, the causes of child neglect and abuse should be identified and preventive measures should be taken both governmentally and as a community.

The present study attempts to explore the relation between Turkish gifted children’s perceptions of the gifted label and their emotional intelligence competencies. We included 122 gifted children in this correlational study in the 2018–2019 academic year and collected the data using the Perceptions of Gifted Label Scale (PGLS) and the Emotional Intelligence Competencies Scale (EICS). In the analysis, we utilized descriptive statistics and calculated Pearson’s correlation coefficients between the variables. The mean age of the children was 11.5 years, and there was an equal number of girls and boys. The findings revealed that the children got almost average scores on all subscales of the PGLS. The results uncovered that self-perception of the gifted label was significantly correlated with friends’ and parents’ perceptions of the gifted label [r = 0.380, p < .01]. We found a significant negative relationship between the PGLS self-perception and the EICS self-consciousness. To put it more clearly, as having increased self-consciousness, they are likely to have decreased perception of being labeled decreases. . Our findings also seem noteworthy in suggesting a helpful conceptual framework for designing therapeutic interventions for gifted children, who are often considered more sensitive to social-emotional issues.