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    From preschool to elementary 4th grade: The follow-up study of the effect of life-focused foreign language acquisition program
    (International Journal of Research in Education and Science, 2020) Uslu, Banu
    The present study examines the longitudinal effects of the Life-Focused Foreign Language Acquisition Program (LFFLAP) on children who were attending public preschool education. The sample of the study consists of two groups of students studying in a public school in the Selçuklu district of Konya. During the follow-up period, the experimental group children did not receive any other English language education until the 2nd grade. The control group children, who never had any foreign language education, started to learn English in 2nd grade for the first time via the Ministry of National Education Program. The Life-Focused Foreign Language Acquisition Scale was used to assess the level of English language acquisition of students. Non-parametric statistical techniques were used to analyze the data. According to the results of the study, the meaningful differences between the control and experimental group students in the beginning disappeared gradually by the time they reached 4th grade. Based on the findings and results of this research elementary school foreign language classes can be increased from two hours a week to five hours a week (as in one hour a day) and the foreign language teachers can use the target language in their classes instead of the native one. © 2020, International Journal of Research in Education and Science. All rights reserved.
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    Okul öncesi dönem çocuklarına yönelik yaşantı odaklı yabancı dil edinimi programının ingilizce öğrenimine etkisinin incelenmesi
    (2018) Uslu, Banu
    Bu araştırma ile okul öncesi dönemde yabancı dil eğitimi süreçleriyle ilk defa karşı karşıya kalan 50-74 aylık çocuklara yönelik uygulanan Yaşantı Odaklı Yabancı Dil Edinimi Progamının (YOYDEP) İngilizce öğrenmeye ve kalıcılağa etkisi incelenmiştir. Ayrıca gerçekleştirilen uygulamaların çocukların İngilizce öğrenmelerindeki etkileri öğretmen ve ebeveynlerin gözlem ve görüşlerinden yola çıkarak betimlenmeye çalışılmıştır. Karma yöntemle gerçekleştirilen araştırmanın nicel boyutunda tek grup öntest-sontest deneme modeli, nitel boyutunda ise olgubilim (fenomenoloji) araştırması deseni kullanılmıştır. Veri toplama aracı olarak kullanılan görüşme formu ile elde edilen veriler içerik analizi tekniği ile incelenmiştir. Nicel ölçme aracı olarak Yaşantı Odaklı Yabancı Dil Edinimi Ölçeği (YOYDEÖ) deneysel işlemin öncesinde, sonrasında ve kalıcılık testi olarak 2016-2017 Bahar döneminde 3 kez uygulanmıştır. Ayrıca anasınıfındaki çocukların öğretmen ve ebeveynleriyle yarı yapılandırılmış görüşme gerçekleştirilmiştir. Araştırma sonuçlarına göre yaşantı odaklı yabancı dil edinimi uygulamalarının çocukların dil edinimlerinde etkili olduğu gözlenmiştir. Araştırmanın nitel verilerinin analiziyle elde edilen sonuçlara göre “Yabancı dilde aktif olma”, ‘Yabancı dile yönelik olumlu tutum’, ‘Öğrendiklerini transfer’ ve ‘Öğrendiklerini paylaşma’ temaları çocukların yabancı dili öğrenme sürecinde ortak olarak gözlenen ve ifade edilen temalardır. Bununla birlikte öğretmen ve velilerin ifadelerine göre anasınıfında öğrenim gören çocuklar dili kullanmaya uyum sağlama, dilde özgüvene sahip olma, kendini ifade etme ve telaffuz açısından kısmen sorunlar yaşamışlardır.
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    Preschool teachers'/principals' feelings matter: their metaphoric perceptions on academicians
    (Routledge Journals, Taylor & Francis Ltd, 2019) Uslu, Banu
    This study focuses on preschool teachers'/principals' perceptions on 'academicians' via the metaphors they produced. 'Academic Metaphor Form' is applied to 65 preschool teachers/principals (64 female and 1 male) during the spring term of 2018. The research was designed as a phenomenological study, a qualitative research method. To analyze the data, content analysis technique is used. This study revealed that participants see academicians far from constructivist and student-centered approach. The distribution of the metaphors considering their positive and negative production is discussed.
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    The effect of foreign language acquisition on preschool children's self-regulation and social skills
    (Routledge Journals, Taylor & Francis Ltd, 2020) Uslu, Banu
    Recent studies have revealed that the development of self-regulation and social skills in preschool children is important for later academic success, social acceptance and psychological wellbeing. Children who lack these skills are at risk for not being able to socialize and may face rejection behaviors among peers, show aggressive behaviors, or suffer from other personal issues which prevent them from being successful in life. The present experimental study was conducted to examine the effects of foreign language acquisition on preschool children's self-regulation and social skills. In this respect, although there are studies examining the effect of social and/or self-regulation skills on foreign language learning, the field is lacking studies which examine the inverse relationship: the effect that foreign language learning has upon these skills. The present study endeavors to contribute to the literature in this sense. According to the results of the present study, it is seen that foreign language acquisition has a positive effect on preschool children's self-regulation and social skills. Considering the results, it can be said that more foreign language programs should be designed with specific consideration for developing children's self-regulation and social skills. Additional research studying different age groups, larger sample groups or with different language programs is recommended.
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    The effect of foreign language acquisition on preschool children’s self-regulation and social skills
    (Routledge, 2020) Uslu, Banu
    Recent studies have revealed that the development of self-regulation and social skills in preschool children is important for later academic success, social acceptance and psychological wellbeing. Children who lack these skills are at risk for not being able to socialize and may face rejection behaviors among peers, show aggressive behaviors, or suffer from other personal issues which prevent them from being successful in life. The present experimental study was conducted to examine the effects of foreign language acquisition on preschool children’s self-regulation and social skills. In this respect, although there are studies examining the effect of social and/or self-regulation skills on foreign language learning, the field is lacking studies which examine the inverse relationship: the effect that foreign language learning has upon these skills. The present study endeavors to contribute to the literature in this sense. According to the results of the present study, it is seen that foreign language acquisition has a positive effect on preschool children’s self-regulation and social skills. Considering the results, it can be said that more foreign language programs should be designed with specific consideration for developing children’s self-regulation and social skills. Additional research studying different age groups, larger sample groups or with different language programs is recommended. © 2020, © 2020 EECERA.
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    The Study of Preschool Teachers’ and Principals’ Opinions on Turkish Education System
    (Mevlüt AYDOĞMUŞ, 2020) Uslu, Banu; Çeliköz, Mine
    The present study was conducted to find out preschool teachers’ and principals’ opinions on the problems of the Turkish education system as well as their opinions on potential solutions. The sample of the study was preschool teachers’ and principals’ from Alanya, a district of the province of Antalya, Turkey. In the study group, there were 89 female participants that were determined via convenience sampling method. Qualitative research method and content analysis technique were used to analyze the data. When the findings are examined in line with the sub-goals, it was seen that the opinions gathered under four categories: “education system”, “teachers’ rights”, “family” and “other”. The problems expressed in this direction were the quality of the education system, continuously changing programs and applications, inequality of opportunities, test-focused system, crowded classes, and lack of funds supporting education and teaching in the form of double-schedule education. It is recommended that continuity of this study should be ensured via quantitative and mixed methods, and all stakeholders’ opinions should be taken into consideration.
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    What if children affected by sleep disorder and aggression could regulate their emotions?
    (Routledge Journals, Taylor & Francis Ltd, 2023) Ersan, Ceyhun; Uslu, Banu
    The present study examined whether emotion regulation plays a mediating role in the relationship between aggressive behavior and sleep disorders in young children. Data were collected during pandemic via the Sleep Disturbance Scale for Children, the Aggression Tendency Scale and the Emotion Regulation Check List from 662 mothers with children aged 36-72 months. The data were tested with Pearson product-moment correlation coefficient and structural equation model analyses after the normality test. It was seen that there was a positive relationship between the aggressive behaviors of children and their sleep disorders. However, it was understood that both aggressive behaviors and sleep disorders of children had a negative and significant relationship with their emotion regulation skills. While children's sleep disorders have an important predictive power in the emergence of aggressive behaviors, the mediating role of emotion regulation skills has eliminated the significance in this predictive power.