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    The Comparison of Preventive Intervention Programs in Early Childhood Period
    (Hacettepe Univ, 2014) Ocak, Sakire; Arda, Tugce Burcu
    Increased number of preventive intervention programs lead to some difficulties to decide which program is the most appropriate one to meet children's primary needs. For this reason more studies are needed to determine which aspects of the programs are well equipped and effectively designed by revealing common and different features between those. The goal of this article is pointed out by theoretical and practical improvement in the area of interventive prevention science. In this context commonly used and scientifically proved preventive intervention programs in early childhood are discussed in terms of their contents, philosophies, educational processes and efficiencies based on common features and differences to evaluate their effectiveness. By doing this, it would be possible to use more effective strategies by selecting appropriate programs to prevent or remove risky behaviors in different dimensions. Additionally, revealing basic features of preventive intervention programs would provide perspective for a completed integration between school-based prevention programs. In this sense this article would be expected to make an important contribution in developing or restructuring of preventive programs considering Turkish culture which is needed to be implemented based on difficulties and challenges in Turkish society.
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    Social Competence and Promoting Alternative Thinking Strategies - PATHS Preschool Curriculum
    (Edam, 2012) Arda, Tugce Burcu; Ocak, Sakire
    In this study, it was aimed to evaluate the effects of Promoting Alternative Thinking Strategies (PATHS) - Preschool Curriculum on Preschool Children's Social Skills. The six years old children (N= 95) and their teachers (N= 7) were included in participant group in Izmir. With a pretest-intervention-posttest design, data was collected through Promoting Alternative Thinking Strategies Preschool Evaluation Kit, Kusche Emotional Inventory, Head Start Competence Scale-Teacher Version, Teaching Style Rating Scale, Classroom Atmosphere Rating Scale. The evaluation findings indicated that (i) the training effects were large for increasing concentration and attention skills F(1,93)=6.24*, p<.05) and social emotional competence (F(1,93)=11.69*, p<.05; F(1,93)=29.23**, p<.001); (ii) reducing aggression and distruptive behaviors (F(1,93)=7.06**, p<.001); (iii) no significant intervention effects could be detected on any emotion knowledge skills (F(1,84)=10.80). However, as compared to the control group, it was found that (iv) the intervention improved the level of children's compliance, cooperation, problem solving, feeling expression (F(1,93)=29.23**, p<.001.), and (v) the level of teachers' discipline strategies, emotional support, problem solving, and preventing misbehavior F(1,5)=8.24*, p<.05; F(1,5)=30.42**, p<.001; F(1,5)=31.20**, p<.001; F(1,5)=35.07**, p<.001). At the end of the study, it was found that PATHS-Preschool was an effective program in terms of improvement of children's social emotional competence and to lay groundwork for a comprehensive evaluation of the program as a preventive intervention for Turkish children.