Descriptive Content Analysis of Scale Development Studies in Preschool Education between 2018-2023 Years in Turkey
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Published
Dec 30, 2024
Abstract
The purpose of this research is to identify the situation through content analysis of scale development studies conducted by Turkish researchers in the field of preschool education. Thus, the overall trend of scale development research in preschool education was established. This research is a document analysis study. The documents studied are national and international articles published by Turkish preschool teachers. These articles were content-analyzed. Scale studies conducted between 2018 and 2023, which encompass preschool education, educators, parents, and preschool resources, were searched. In total, 63 article studies were included in this content analysis. For data collection, a data collection form was prepared for content analysis, inspired by the ‘Publication Classification Form’ which was used to conduct a detailed scanning process. According to findings of the research, the scale of development studies (63 %) conducted in pre-school education, largely in 2018, with two authors, was larger than that of adaptation studies. The majority of studies (49%) were published in the Turkish database TR ULAKBİM, with a focus on the social-emotional domain (16%) and science-education (67%). It was found that the descriptive method was preferred as the research method, that children were the majority of the sample (38%), that the sample size was chosen between 201 and 500, and that factor analysis and descriptive analysis were employed as analysis methods.
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Keywords
Early Childhood Education, Scales, Scale Development, Holistic Development, Content Analysis, Science Education
Supporting Agencies
No funding sources declared.
References
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Aleamoni, L. M. (1976). The relation of sample size to the number of variables in using factor analysis techniques. Educational and Psychological Measurement, 36(4), 879-883. DOI: https://doi.org/10.1177/001316447603600410
Aydoğdu, Ü. (2015). 2004-2013 yılları arasındaki fen eğitimi ile ilgili makalelerin konu ve yöntem bakımından incelenmesi [The investigation of science education articles published between 2004-2013 related to their subjects and methods]. Master diss., Amasya Üniversitesi, Amasya.
Aydoğan, Y., & Koçak, N. (2003). Okul öncesi çocukların dil gelişimlerine etki eden faktörlerin incelenmesi [Examining the factors affecting the language development of preschool children.9]. Milli Eğitim Dergisi [National Education Journal]: 159. Retrieved October 16, 2023, Available at: http://yayim.meb.gov.tr/dergiler/159/aydogan-kocak.htm
Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit.
Bartan, M., & Şahin, G. (2017). Okul öncesi eğitim alanında yapılan yüksek lisansüstü tezlerinin incelenmesi [Investigation of graduate thesis in the pre-school education.]. The Journal of Academic Social Science Studies, 60, 69-84. DOI: https://doi.org/10.9761/JASSS7256
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. DOI: https://doi.org/10.1097/00007632-200012150-00014
Berry, D., Bridges, L., & Zaslow, M. (2001). Child care and early education program for young children from low-income families. Applied Developmental Science, 5(4), 202-212. DOI: https://doi.org/10.1207/S1532480XADS0504_3
Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Lawrence Erlbaum. ISBN: 9781315827506.
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 1, 1-17. DOI: https://doi.org/10.1111/j.1467-8624.2011.01576.x
Eurodice. (2010). Avrupa’da eğitim ve öğretim sisteminin yapısı, Türkiye [Structure of the Education and Training System in Europe, Turkey]. European Commission Eurodice. ISBN 978-92-9484-642-6
Guadagnoli, E., & Velicer, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265-275. DOI: https://doi.org/10.1037/0033-2909.103.2.265
Gullo, D. F. (2005). Understanding assessment and evaluation in early childhood education. Teachers College Press. ISBN: 0807745324, 9780807745328.
Güçhan Özgül, S. (2011). Okul öncesi eğitim ortamlarının kalite değişkenleri açısından değerlendirilmesi [Evaluation of early childhood education environments in terms of quality variables]. Master diss., Balıkesir Üniversitesi, Balıkesir.
Güven, G., & Efe-Azkeskin, K. (2010). Erken çocukluk eğitimi ve okul öncesi eğitim [Early childhood education and preschool education. In İ. H. Diken (Ed.), Erken çocukluk eğitimi [Early childhood education]. Pegem Akademi. ISBN: 9786053640967
Hammersley, M., & Atkinson, P. (1992). Ethnography: principles in practice (2nd ed.). Routledge. ISBN: 9781138504462
Howes, C., & Ritchie, S. (1999). Attachment organizations in children with difficult life circumstances. Development and Psychopathology, 11(2), 251-268. DOI: https://doi.org/10.1017/S0954579499002047
Kay, M. A., & Sağlam, M. (2020). Çocuklarda sosyal ve duygusal gelişimi ölçmek için kullanılan ölçeklerin incelenmesi. Batman Üniversitesi Yaşam Bilimleri Dergisi, 10(2): 18-33. Available at: https://dergipark.org.tr/tr/pub/buyasambid/issue/58914/796522
Kayhan, M., & Koca, S. A. Ö. (2004). Matematik eğitiminde araştırma konuları: 2000 2002. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26: 72-81.
Koçyiğit, F. (2007). Farklı ülkelerde okul öncesi eğitim kurumlarının gelişimi [Development of early childhood education associations in different countries]. Master diss.. Atatürk Üniversitesi, Erzuzum.
Kondracki, N. L., Wellman, N. S., & Amundson, D. R. (2002). Content analysis: Review of methods and their applications in nutrition education. Journal of Nutrition Education and Behavior, 34(4), 224-230. DOI: https://doi.org/10.1016/s1499-4046(06)60097-3
La Paro, K. M., & Pianta, R. C. (2000). Predicting children’s competence in the early school years: A meta-analytic review. Review of Educational Research, 70(4), 443-484. DOI: https://doi.org/10.3102/00346543070004443
Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2002). Effects of a responsive parenting intervention on parent-child interactions in rural families with children. Developmental Psychology, 38(5), 759-773. DOI: https://doi.org/10.1037/0012-1649.38.5.759
Neuman, L. W. (2017). Toplumsal araştırma yöntemleri nitel ve nicel yaklaşımlar (S. Özge, Trans.). Yayın odası. ISBN: 9789944171083
OECD. (2010). Education at a Glance 2010: OECD indicators. Organisation for Economic Co-operation and Development [OECD]. DOI: https://doi.org/10.1787/eag-2010-en
Maxwell, K. L., Clifford, R. M., & Guralnick, M. J. (2015). Motivational Interviewing in Nutrition and Fitness. Guilford Press. ISBN: 9781462524181.
Minister of National Education [MoNE] (2013). Okul öncesi eğitim programı [Preschool education program].Milli Eğitim Bakanlığı [Minister of National Education].
Özpir Mantaş, H. (2018). Okul öncesi fen eğitimi: Bir içerik analizi [Preschool science education: A content analysis]. Master diss. Yıldız Teknik Üniversitesi, İstanbul.
Pianta, R. C., Barnett, W. S., Justice, L. M., & Sheridan, S. M. (Eds.). (2012). Handbook of early childhood education. Guilford Press. ISBN: 9781462503377.
Pianta, R. C., & Nimetz, S. L. (1991). Relationships between children and teachers: Associations with classroom and home behavior. Journal of Applied Developmental Psychology, 12(3), 379-393. DOI: https://doi.org/10.1016/0193-3973(91)90007-Q
Senemoğlu, N. (2004). Gelişim öğrenme ve öğretim [Development learning and teaching]. Gazi Kitabevi. ISBN: 9786051701943
Snow, C. E., & Van Hemel, S. B. (Eds.). (2008). Early childhood assessment: Why, what, and how. National Academies Press. ISBN: 9780309314428
Sozbilir, M., Kutu, H., & Yasar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published. In J. Dillon & D. Jorde (Eds.), The World of Science Education: Handbook of Research in Europe (pp. 1-35) Sense Publishers. ISBN: 9789460918988
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press. ISBN: 978-0195131338
Tarman, B., Güven, C., & Aktaşlı, İ. (2011). Türkiye’de sosyal bilgiler eğitimi alanında yapılan doktora tezlerinin değerlendirilmesi ve alana katkıları [The evaluation of Phd theses prepared in the field of social studies education and their contrubition to the field ın Turkey]. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 32: 391-410.
Tavşancıl, E., & Aslan, E. A. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri [Content analysis and application examples for verbal, written and other materials.]. Epilon. ISBN: 9789753313100
Tosun, C., & Taşkesenligil, Y. (2015). The instruments used in science education in Turkey: A descriptive content analysis. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 364-383. DOI: https://doi.org/10.17240/aibuefd.2015.15.2-5000161329
Turgut, M. F., & Baykul, Y. (2012). Eğitimde ölçme ve değerlendirme (4th ed.). Pegem Akademi. ISBN: 9786053640875
Uluyurt, F. (2012). Bazı değişkenlere göre okul öncesi eğitim kurumlarına devam eden 5-6 yaş grubu çocuklarının akran ilişkileri [Ongoing pre-school education institutions of some variables of peer relations children aged 5-6]. Master diss. Selçuk Üniversitesi, Konya.
AERA, APA, & NCME. (2014). Standards for Educational and Psychological Testing. American Educational Research Association. ISBN: 978-0935302-35-6.
Aksan, D. (1998). Her yönüyle dil ana çizgileriyle dil bilim [Language in all its aspects: linguistics in outline]. TDK Yayınları. ISBN: 9789751609755
Aleamoni, L. M. (1976). The relation of sample size to the number of variables in using factor analysis techniques. Educational and Psychological Measurement, 36(4), 879-883. DOI: https://doi.org/10.1177/001316447603600410
Aydoğdu, Ü. (2015). 2004-2013 yılları arasındaki fen eğitimi ile ilgili makalelerin konu ve yöntem bakımından incelenmesi [The investigation of science education articles published between 2004-2013 related to their subjects and methods]. Master diss., Amasya Üniversitesi, Amasya.
Aydoğan, Y., & Koçak, N. (2003). Okul öncesi çocukların dil gelişimlerine etki eden faktörlerin incelenmesi [Examining the factors affecting the language development of preschool children.9]. Milli Eğitim Dergisi [National Education Journal]: 159. Retrieved October 16, 2023, Available at: http://yayim.meb.gov.tr/dergiler/159/aydogan-kocak.htm
Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit.
Bartan, M., & Şahin, G. (2017). Okul öncesi eğitim alanında yapılan yüksek lisansüstü tezlerinin incelenmesi [Investigation of graduate thesis in the pre-school education.]. The Journal of Academic Social Science Studies, 60, 69-84. DOI: https://doi.org/10.9761/JASSS7256
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. DOI: https://doi.org/10.1097/00007632-200012150-00014
Berry, D., Bridges, L., & Zaslow, M. (2001). Child care and early education program for young children from low-income families. Applied Developmental Science, 5(4), 202-212. DOI: https://doi.org/10.1207/S1532480XADS0504_3
Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Lawrence Erlbaum. ISBN: 9781315827506.
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 1, 1-17. DOI: https://doi.org/10.1111/j.1467-8624.2011.01576.x
Eurodice. (2010). Avrupa’da eğitim ve öğretim sisteminin yapısı, Türkiye [Structure of the Education and Training System in Europe, Turkey]. European Commission Eurodice. ISBN 978-92-9484-642-6
Guadagnoli, E., & Velicer, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265-275. DOI: https://doi.org/10.1037/0033-2909.103.2.265
Gullo, D. F. (2005). Understanding assessment and evaluation in early childhood education. Teachers College Press. ISBN: 0807745324, 9780807745328.
Güçhan Özgül, S. (2011). Okul öncesi eğitim ortamlarının kalite değişkenleri açısından değerlendirilmesi [Evaluation of early childhood education environments in terms of quality variables]. Master diss., Balıkesir Üniversitesi, Balıkesir.
Güven, G., & Efe-Azkeskin, K. (2010). Erken çocukluk eğitimi ve okul öncesi eğitim [Early childhood education and preschool education. In İ. H. Diken (Ed.), Erken çocukluk eğitimi [Early childhood education]. Pegem Akademi. ISBN: 9786053640967
Hammersley, M., & Atkinson, P. (1992). Ethnography: principles in practice (2nd ed.). Routledge. ISBN: 9781138504462
Howes, C., & Ritchie, S. (1999). Attachment organizations in children with difficult life circumstances. Development and Psychopathology, 11(2), 251-268. DOI: https://doi.org/10.1017/S0954579499002047
Kay, M. A., & Sağlam, M. (2020). Çocuklarda sosyal ve duygusal gelişimi ölçmek için kullanılan ölçeklerin incelenmesi. Batman Üniversitesi Yaşam Bilimleri Dergisi, 10(2): 18-33. Available at: https://dergipark.org.tr/tr/pub/buyasambid/issue/58914/796522
Kayhan, M., & Koca, S. A. Ö. (2004). Matematik eğitiminde araştırma konuları: 2000 2002. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26: 72-81.
Koçyiğit, F. (2007). Farklı ülkelerde okul öncesi eğitim kurumlarının gelişimi [Development of early childhood education associations in different countries]. Master diss.. Atatürk Üniversitesi, Erzuzum.
Kondracki, N. L., Wellman, N. S., & Amundson, D. R. (2002). Content analysis: Review of methods and their applications in nutrition education. Journal of Nutrition Education and Behavior, 34(4), 224-230. DOI: https://doi.org/10.1016/s1499-4046(06)60097-3
La Paro, K. M., & Pianta, R. C. (2000). Predicting children’s competence in the early school years: A meta-analytic review. Review of Educational Research, 70(4), 443-484. DOI: https://doi.org/10.3102/00346543070004443
Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2002). Effects of a responsive parenting intervention on parent-child interactions in rural families with children. Developmental Psychology, 38(5), 759-773. DOI: https://doi.org/10.1037/0012-1649.38.5.759
Neuman, L. W. (2017). Toplumsal araştırma yöntemleri nitel ve nicel yaklaşımlar (S. Özge, Trans.). Yayın odası. ISBN: 9789944171083
OECD. (2010). Education at a Glance 2010: OECD indicators. Organisation for Economic Co-operation and Development [OECD]. DOI: https://doi.org/10.1787/eag-2010-en
Maxwell, K. L., Clifford, R. M., & Guralnick, M. J. (2015). Motivational Interviewing in Nutrition and Fitness. Guilford Press. ISBN: 9781462524181.
Minister of National Education [MoNE] (2013). Okul öncesi eğitim programı [Preschool education program].Milli Eğitim Bakanlığı [Minister of National Education].
Özpir Mantaş, H. (2018). Okul öncesi fen eğitimi: Bir içerik analizi [Preschool science education: A content analysis]. Master diss. Yıldız Teknik Üniversitesi, İstanbul.
Pianta, R. C., Barnett, W. S., Justice, L. M., & Sheridan, S. M. (Eds.). (2012). Handbook of early childhood education. Guilford Press. ISBN: 9781462503377.
Pianta, R. C., & Nimetz, S. L. (1991). Relationships between children and teachers: Associations with classroom and home behavior. Journal of Applied Developmental Psychology, 12(3), 379-393. DOI: https://doi.org/10.1016/0193-3973(91)90007-Q
Senemoğlu, N. (2004). Gelişim öğrenme ve öğretim [Development learning and teaching]. Gazi Kitabevi. ISBN: 9786051701943
Snow, C. E., & Van Hemel, S. B. (Eds.). (2008). Early childhood assessment: Why, what, and how. National Academies Press. ISBN: 9780309314428
Sozbilir, M., Kutu, H., & Yasar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published. In J. Dillon & D. Jorde (Eds.), The World of Science Education: Handbook of Research in Europe (pp. 1-35) Sense Publishers. ISBN: 9789460918988
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press. ISBN: 978-0195131338
Tarman, B., Güven, C., & Aktaşlı, İ. (2011). Türkiye’de sosyal bilgiler eğitimi alanında yapılan doktora tezlerinin değerlendirilmesi ve alana katkıları [The evaluation of Phd theses prepared in the field of social studies education and their contrubition to the field ın Turkey]. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 32: 391-410.
Tavşancıl, E., & Aslan, E. A. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri [Content analysis and application examples for verbal, written and other materials.]. Epilon. ISBN: 9789753313100
Tosun, C., & Taşkesenligil, Y. (2015). The instruments used in science education in Turkey: A descriptive content analysis. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 364-383. DOI: https://doi.org/10.17240/aibuefd.2015.15.2-5000161329
Turgut, M. F., & Baykul, Y. (2012). Eğitimde ölçme ve değerlendirme (4th ed.). Pegem Akademi. ISBN: 9786053640875
Uluyurt, F. (2012). Bazı değişkenlere göre okul öncesi eğitim kurumlarına devam eden 5-6 yaş grubu çocuklarının akran ilişkileri [Ongoing pre-school education institutions of some variables of peer relations children aged 5-6]. Master diss. Selçuk Üniversitesi, Konya.
How to Cite
İnce Sezer, Şeyda, & Yaşar, M. D. (2024). Descriptive Content Analysis of Scale Development Studies in Preschool Education between 2018-2023 Years in Turkey. Science Insights Education Frontiers, 25(2), 4123–4143. https://doi.org/10.15354/sief.24.or656
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