Browsing by Author "Yumus, Melike"

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    Early Childhood Behavioural Problems in Turkey: Teachers' Views, Challenges and Coping Strategies
    (2017) Yumus, Melike; Bayhan, Pinar
    This research explored teachers' opinions on behaviour problems of 36- to 72-month-old children and examined factors associated with teachers' ability to cope with these problems. Purposive sampling was used and participants were 238 preschool teachers responsible for 36- to 72-month-old children. We examined self-reported skills in defining and evaluating behaviour problems, classroom management and behaviour management. Data were collected using a questionnaire developed specifically to measure teachers' views of children's behaviour problems. Data were analysed using descriptive statistics, t-tests and one-way analysis of variance, followed by Tukey tests. The findings indicate that educators currently employed within the Turkish education system do not possess the desired level of knowledge about behaviour problems and do not approach these problems appropriately. Teachers' reported skills in defining and evaluating behaviour problems, classroom management and behaviour management differed significantly according to their age, teaching experience and level of education.
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    When Children Are Not Read to at Home: The Million Word Gap
    (2019) Logan, Jessica A. R.; Justice, Laura M.; Yumus, Melike; Chaparro-Moreno, Leydi Johana; 30908424
    Objective: In the United States, there are numerous ongoing efforts to remedy the Word Gap: massive differences in heard vocabulary for poor versus advantaged children during the first 5 years of life. One potentially important resource for vocabulary exposure is children's book reading sessions, which are more lexically diverse than standard caregiver-child conversations and have demonstrated significant correlational and causal influences on children's vocabulary development. Yet, nationally representative data suggest that around 25% of caregivers never read with their children. Method: This study uses data from 60 commonly read children's books to estimate the number of words that children are exposed to during book reading sessions. We estimated the total cumulative word exposure for children who are read to at varying frequencies corresponding to nationally representative benchmarks across the first 5 years of life. Results: Parents who read 1 picture book with their children every day provide their children with exposure to an estimated 78,000 words each a year. Cumulatively, over the 5 years before kindergarten entry, we estimate that children from literacy-rich homes hear a cumulative 1.4 million more words during storybook reading than children who are never read to. Conclusion: Home-based shared book reading represents an important resource for closing the Word Gap.