2007-2008 YILLIK  EĞİTİM SEMİNER LİSTESİ

2007-2008 JİNEKOLOJİ EĞİTİM SEMİNER LİSTESİ

www.kasadsaglik.com   Konu:Ergenlikte Psikolojik Problemler ve Yeni Alışkanlıklara Adım Atış (Madde Bağımlılığı) Konuşması:Prof. Dr.İlhan Yargıç Tarih:08  Aralık 2007 Saat: 15.00-18.00  Yer:HİKDE     Konu: Çocuklarda  Alerjik Solunum Yolları  Hastalıkları Ve Çevresel Zehirler Konuşmacı: Prof. Dr. Mustafa Bakır Tarih:05 Ocak 2008 Saat: 15.00-18.00 Yer:HİKDE   Konu:Yaşlılık Sorunları ve Beslenme Konuşmacı: Prof. Dr. Mehmet Akif Karan Tarih:01 Mart 2008 Saat: 15.00-18.00 Yer: HİKDE   Konu:Toplumsal Cinsiyet Eşitliği Konuşması:Rabiye, Dilşad Hanım belirleyecek Tarih:05 Nisan 2008 Saat: 15.00-18.00 Yer: HİKDE   Konu: Stres ve İş hayatının Aileye Etkisi Konuşmacı:Kemal Sayar- Sefa Saygılı Tarih:03 Mayıs 2008 Saat:15.00-18.00 Yer: HİKDE

Konu:Ağrısız Doğum Konuşmacı:Nezih Berksoy Yer:Hikde Tarih: 20 Ekim 2007   Konu: Pelvik taban Yapısı ve Problemleri Konuşması:Doç. Dr. Kadir Savan Tarih:17 Kasım 2007 Saat: 15.00-18.00 Yer:Hayat Vakfı   Konu:5. Dünya Ovulasyon İndüksiyonu Kongresinden Özetlerle Son Gelişmeler Konuşmacı: Doç.Dr.Birgül Sarıkamış Tarih:01 Aralık 2007 Saat: 15.00-18.00   Yer:HİKDE   Konu:Gebelikte Kalp ve Damar Problemleri Konuşmacı:Op. Dr.Bekir Kayhan Tarih:19 Ocak 2008 Saat: 15.00-18.00 Yer: Hayat Vakfı   Konu: Yeni Doğanda Asfiksi ve Hipoksi Sebepleri – Sekeler- Doğum Hekiminin Rolü Konuşmacı: Prof. Dr. Fahri Ovalı Tarih:23 Şubat 2008 Saat: 15.00-18.00 Yer:Hayat Vakfı   Konu: Trombofililer ve Kadın Doğum Konuşmacı:Prof. Dr. Sevgi Beşışık Tarih:22 Mart 2008 Saat: 15.00-18.00 Yer:Hayat Vakfı   Konu:Perinetal İnfeksiyonlar Konuşmacı: Prof. Dr. Recep Has Tarih:19 Nisan 2008 Saat: 15.00-18.00 Yer: Hayat Vakfı   Konu: Jinekolojik Onkolojide Tarama Konuşmacı:Prof. Dr. Yavuz Salihoğlu Tarih:17 Mayıs 2008 Saat: 15.00-18.00 Yer: Hayat Vakfı

 

 

Hamilelik Eğitimi

 

 

Atlaslar

 http://tip.mersin.edu.tr/?sayfa_id=621  

 

Pre-School Education Has Long-Term Effects: But Can They Be Generalised?
Martin Woodhead
Oxford Review of Education, Vol. 11, No. 2 (1985), pp. 133-155
This article consists of 23 page(s).

 

Abstract

Pre-school intervention projects are now reporting dramatic long-term followup findings which appear to vindicate the claim that pre-school can serve as an 'inoculation against failure'. The recent evidence appears sound enough, but it is argued that neither revival of this model nor its extension by the idea of a 'sleeper effect' is justified. A 'transactional' model best accounts for the data, whereby short-lived improvements in competence coupled with increased motivation, parental aspirations and school expectations, were sufficient to trigger a mutually reinforcing positive cycle of achievement. Three main considerations affect the validity of drawing general conclusions for early education policy. First, the populations served by these projects were severely disadvantaged, mainly black children, and the evidence for wider replicability is inconclusive. Secondly, the projects all featured a carefully designed well-supported programme with low ratios of children to teachers, although there does appear to be scope for variation in the type of programme and extent of active parental involvement. Finally it is argued that the effectiveness of pre-school may also be conditional on features of the educational and family context in which intervention took place, especially the school procedures for dealing with children who present difficulties, which could serve either to amplify or attenuate the initial effects of pre-school.

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Immediate, Short-Term and Long-Range Effects of Five Preschool Programs for Disadvantaged Children.

Authors:

Karnes, Merle B.;  And Others

Descriptors:

Disadvantaged Youth; Exceptional Child Research; Intervention; Longitudinal Studies; Preschool Education; Program Effectiveness

Source:

N/A

Peer-Reviewed:

N/A

Publisher:

N/A

Publication Date:

1978-03-27

Pages:

25

Pub Types:

Speeches/Meeting Papers

Abstract:

Reported are findings of a longitudinal study on the differential effects of five preschool programs on comparable groups of 4-year-old disadvantaged children. Descriptions are given for the five preschool programs studied: the Bereiter-Engelmann program, which involves intensive oral drill in verbal and logical patterns; the Karnes Ameliorative program, a psycholonguistic model derived from the Illinois Test of Psycholinguistic Abilities; the community integrated program, which provided a traditional nursery school experience sponsored by community groups; the Montessori program, which provided a prepared environment and a program structured around the prescribed manner in which the child learned from materials; and a traditional preschool or nursery program. Included in a summary of findings were that no statistically significant differences were found among groups on the Wechsler Intelligence Scale for Children 10 years later; that Student Interview data revealed no difference in the child's self concept of school performance across interventions; and that Locus of Control scores were found to be significantly related to Binet IQ scores for all Ss. (SBH)

Okul öncesi eğitim, çocukların psikososyal, mental ve biyolojik gelişimlerini etkilemektedir. Çocukların yaratlıştan kazandığı özellikler eğitim, bakım ve beslenme ile birleşerek şekillenmektedir. Yapılan araştırmalar göstermiştir ki çocuklar eğitimi ve beslenmeyi ailelerinden daha kolay kabul atmektedirler. Ne kadar aile harici merkezlerde bakım söz konusu ise o kadar öğretmen ve bakıcılardan kaynaklanan problemler ortaya çıkmaktadır. 10-15 yaşlarından sonra sorunlar boyut değiştirerek devam etmektedir.

Okul öncesi bakımın çocuklar üzerindeki etkilerini araştırmak amacı ile 4 yaş grubu mağdur çocuklar üzerinde 5 ayrı uzun süreli ve karşılaştırmalı çalışma yapılmıştır. Bunlardan 1.si Bereiter Engelmann programı olup mantıksal ve kelimesel özelliklerin yoğun sorgulama ile araştırılması ile gerçekleştirilmiştir. Karnes Ameliorative program, psycholinguistic bir modeldir. Psikoloji ve konuşma diline dayalıdır. Diğer bir çalışma geleneksel  bakım yöntemleri uygulanmış çocuklarda ve toplumla bütünleşme sağlanarak gerçekleştirilmiştir. Montessori programında özel çevresel şartlarda öngörülmüş eğitimi alan çocuklarda gerçekleştirilmiştir. Yine geleneksel bakım özelliklerine dayanan bir başka çalışma uzun süreli olarak gerçekleştirilmiş ve bu beş çalışma karşılaştırılmıştır. 10 yıl sonra Wechsler Intelligence Scale incelemelerinde bu beş grup arasında anlamlı bir fark bulunmamıştır.

 

Early Childhood Research Quarterly Volume 19, Issue 1, 1st Quarter 2004, Pages 99-120 Special issue on Early Learning in Math and Science

 

Educational Intervention at Home by Mothers of Disadvantaged Infants
Merle B. Karnes, James A. Teska, Audrey S. Hodgins, Earladeen D. Badger
Child Development, Vol. 41, No. 4 (Dec., 1970), pp. 925-935
doi:10.2307/1127322
This article consists of 11 page(s).
View Article Abstract

 

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Abstract

This report describes a program of early educational intervention implemented by mothers over a 15-month period to prevent the developmental deficiencies characteristic of disadvantaged children by the age of 3 or 4. Postintervention scores on the Stanford-Binet Intelligence Scale and the Illinois Test of Psycholinguistic Abilities of the 15 children whose mothers completed the program are compared with the performances of children of similar family backgrounds who received no intervention. In addition, the scores of 6 experimental children are compared with those obtained by their siblings prior to the mothers' enrollment in the training program. The performances of experimental children were significantly superior to those of both control groups.

 

 

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Abstract
 

To determine the early school age effects of an intervention program for low SES, black teenage mothers and their term and preterm infants, a subsample of 61 mother-child dyads was assessed when the children were 5 to 8 years of age. The mothers and children were videotaped in a storytelling interaction together and then interviewed and tested. The child interviews included the Pictorial Scale of Perceived Competence, the Peabody Picture Vocabulary Test, the Wide Range Achievement Test, and the Bender Visual Motor Gestalt Test. The maternal interviews included a demographic questionnaire, the Rosenberg Self Esteem Scale, the Eyberg Child Behavior Inventory, the Parenting Stress Index, and the Vocabulary subtest of the Wechsler Adult Intelligence Scale. Analyses of variance yielded no intervention effects and no effects of prematurity on any of the child or mother measures. Correlation analysis, however, yielded a number of significant relations between socioeconomic status and child and maternal outcome measures. These findings suggest that the effects of intervention may be short-term for this population, and that low socioeconomic status (SES) may override the effects of early intervention and prematurity by the time children reach school age.

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)

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doi:10.1016/j.ecresq.2004.01.002      
Copyright © 2004 Elsevier Inc. All rights reserved.

Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention

Prentice Starkey ^{, , a}, Alice Klein ^b and Ann Wakeley ^b
a Graduate School of Education, Institute of Human Development, University of California, Berkeley, CA 942720, USA
^b Institute of Human Development, University of California, Berkeley, CA 942720, USA

Available online 5 February 2004.

 

Abstract

There is growing evidence that socioeconomic (SES)-related differences in mathematical knowledge begin in early childhood, because young children from economically disadvantaged families receive less support for mathematical development than their middle-class peers receive. A pre-kindergarten mathematics intervention, including a pre-kindergarten mathematics curriculum, was developed and implemented in public and private preschools serving low- and middle-income families. Mathematical knowledge of intervention and comparison children was comprehensively assessed. A significant SES-related gap in mathematical knowledge was found at the beginning of the pre-kindergarten year. The intervention significantly enhanced the mathematical knowledge of children at both levels of SES. Low-income children acquired more knowledge, relative to their starting point, than middle-income children. The extent of mathematical knowledge was similar in low-income intervention children and middle-income comparison children. Implications of this research for early childhood education curricula and educational policy are discussed.

 

Development of social, personal and cognitive skills of preschool children in Montessori and traditional preschool programs

Author: Timothy M. Flynn ^a

Affiliation:

a Fayetteville State University, Fayetteville, N.C. 28301, USA

DOI: 10.1080/0300443910720111

Publication Frequency: 8 issues per year

Published in: Early Child Development and Care, Volume 72, Issue 1 1991 , pages 117 - 124

Subject: Child Development;

Formats available: PDF (English)

 

 

 

Abstract The relationship between time in Montessori and Traditional Preschool programs and the preschool child's develoment of [1] personal skills, [2] relationship with teachers, [3] peer relations, [4] behavioral control, and [5] cognitive skills with age controlled was used to compare the relative effectiveness of the programs. This design was necessary since it is likely that parents who select the Montessori program for their child are different from parents selecting traditional preschool programs for their children. Three Montessori programs [n = 108] and three traditional programs [n = 116] provided the subjects for the study. The Pre Kindergarten Scale [PKS], a multiple choice behavioral rating scale was completed by the programs' teachers on each child. The results revealed that the only variable significant in predicting time in program for the traditional program, relationship with teacher, was the only variable insignificant in predicting length of time in program for the Montessori program.