Selman

Assoc. Prof.

Birce

Assoc. Prof. Dr.

This chapter of the book presents a corpus about the approaches and methods in art education for children. The conclusive purpose of this chapter, following the main objective, is to regard the fundamentals of child education. Hence, this chapter emphasizes the main education methods and purposes and includes definitions of the methods used, especially in music education. In the 2000s, when global interaction increased, the effective sharing of art education methods worldwide increased the information and experiences about the primary methods for children to discover their creativity, especially in painting, music, and drama. With this in mind, this compilation is formed on two bases: Firstly, it indicates those main methods and approaches in art education used worldwide for the behavioral, mental, and cognitive development for children between 0-8 years. Secondly, this chapter gives examples of the main learning models used in the world of education for teaching music. This chapter comprises a preliminary evaluation of the assumptions of art in child education, and after that, explanations of structure of the Dalcroze, Kodaly, Orff, and Suzuki methods, prominent worldwide, especially for music education. Methodologically, this article is based on the literature that shares education methods, assumptions noted, and experience about the applications.&nbsp;

Mehtap

Child and Art Education: Approaches and Models in Music Education

In this section, we mainly discussed why it is important for parents to talk to their children and play with them. Additionally, we clarified the elaborative and repetitive conversation styles and emphasized that the effect of these two styles on children’s cognitive development is different. We also stated that parents must be informed on the importance of playing with children which is a crucial activity for children’s cognitive development. And lastly, parents who are aware of the significance of these two activities can support their children’s language and cognitive development regardless of their socio-economic status (SES). Additionally, we pointed out that parents can help their children’s cognitive development via simple activities which are beneficial in the long run.

Bilge

Res. Assist.

Conversation in Children’s Education: Why Does It Matter How We Talk?

Multiple pregnancy is a type of pregnancy that occurs when more than one egg cell is fertilized and begins to develop separately in the same menstrual cycle, or when a single egg cell divides into more than one cell after fertilization and the dividing cells develop into separate embryos. In this type of pregnancies, two or more children can be born. The meaning that parents attribute to being a parent, and the effects of parenting responsibilities and duties on parents are among the factors that cause stress. In addition, parents’ expectations about the child and about the child’s interests, expectations, and personality also influence parental stress. The stress levels of parents who constantly perceive and evaluate their children’s behavior negatively are thought to be high. As children grow up, parents tend to hold their children more responsible for their behavior, since they see their children’s behavior as more conscious and controllable. This tendency especially affects parents’ reactions to negative behaviors in children. The tendency of children to have problematic behaviors is related to their skill to adjust. If parents do not have sufficient knowledge about how to communicate with their children, the quality of the parent-child relationship decreases. Thus, behavioral disorders in the child and parental stress affect each other.

Serpil

Education of Development in Multiple Children

Protecting a child’s health before being sick is much more important than regaining it after being sick. For this purpose, the first topics to be addressed should be nutrition, hygiene, self-care, sleep, physical activity, psychology and social relations. These needs are met first under the supervision of her/his family and then her/his teacher. Health education should not only aim to meet their self-care needs, but also to protect their individual rights and ensure their personal safety. In addition, a child must learn to express when they are exposed to behaviors that they do not want. Teachers play a huge role in the psychosocial development of a child both in the preschool and school-age period. They are with their teachers for almost half of their days and nearly the whole week. That’s why the task of teachers is as important as that of parents in the child’s health education. Health education in children includes not only the education of the child, but also the education of the family and teachers who take care of them.

Hikmet

Zeynep

Prof. Dr.

Health Education in Children

Today’s lifestyle has become more and more sedentary due to technological developments and economic prosperity. One of the age groups affected by this sedentary lifestyle is children. Movement is very important for a child’s physical development. Participation in physical activities during childhood has many positive effects. Among these positive effects, we can count healthy growth and development, gaining an active lifestyle, and reducing the risk of chronic diseases that may occur in the future. In this context, it affects psychomotor development positively in daily physical activities as well as professionally dealing with a sports branch. We can give children’s games as an example of these physical activities. In the research, the effect of the games on child development has been discussed in terms of developmental psychology, motivation and sociology. In this context, studies have shown us that the child’s regular involvement in activities that include physical activities such as sports or games positively affects psychomotor development parameters such as self-confidence, self-confidence, and motor development.

Bülent

Engin

Kids and Sports

When we look at the emergence of the leadership phenomenon, we see that an answer is sought to the question of who will assume the role of manager-participant among people who need to live together. Questions such as the emergence of the phenomenon of leadership and what characteristics do leaders possess have been studied by psychologists and sociologists for years. As an even more important distinction, the questions of whether the leadership and management phenomenon is innate in humans or whether it is acquired later have brought the studies to different points. Our experiences and decisions in childhood affect our adulthood very strongly. The questions of when the management and leadership phenomenon occurs in children or whether these leadership characteristics are abilities that can be acquired by children later made it necessary to work in this field. In this study, the development of management and leadership phenomena of children through childhood will be discussed with an analysis of certain periods. Childhood includes the early childhood period (3-6 years) and the second childhood period (7-11 years). During these periods, the development and change in a child will be different, as well as the development of leadership and the management phenomena will show through from early childhood.

Hülya

Management and Leadership in Children

The desire to be accepted, approved, and appreciated by society lies at the center of human existence and is directly related to social and emotional learning. The emotions one has in the moment directly affects what, how and how much one learn in the learning environment. One of the most important things that is fundamental to individuals’ self-fulfillment, inner respect, and desire to learn and love is social and emotional development. All individuals feel the need to live together with other people and to be in harmony with their environment. Although we don’t know it, the behavior of the person in our mix, the thoughts, the way we interact, somehow feed us. The spirit becomes richer, the perspective is expanding.

Seval

Social and Emotional Development Education in Children

Today, technology plays a crucial role for the success of firms and the competitive power of the countries in international markets. Hence, science, technology, engineering and mathematics (STEM) education has become one of the most fundamental factors to maintain economic growth both in developed and developing countries. Although STEM education is a necessary element for the development and the success of individuals, firms and countries, the concept of STEM education and designing effective STEM education in early childhood are still debated in the literature. While some definitions of STEM education focus on only one or two subjects such as science or technology, other definitions emphasise an integrative approach and put forward that all the subjects (science, technology, engineering and mathematics) should be taken into account as a whole. Although there is not a generally accepted definition of STEM education in the literature, STEM education in early childhood provides a number of benefits that increase children’s abilities such as creativity, collaboration with others and problem solving. Hence, both developed and developing countries should design an effective STEM education curriculum and take the necessary steps in order to apply this curriculum in their education system. In spite of the fact that technology is an inseparable part of our daily lives, excessive use of technology and technology addiction in children lead to a number of physiological and psychological problems which may create negative effects on children’s lives and their educational success. Thus, both parents and teachers should implement required measures in order to prevent technology addiction in children while encouraging technology usage. The aim of this study is to shed light on the concept of STEM education, STEM education in early childhood and technology addiction in children.

Çiğdem

Stem Education and Addiction of Technology in Children in the Digital Era

In this chapter, children’s language learning and language acquisition are discussed. The differences between language learning and language acquisition are explained in prior chapters. Bilingualism and multilingualism is another important aspect of children’s language development. Bilinguals are exposed to two languages while a monolingual child deals with one language. For second language acquisition, Krashen’s theories, which address acquisition, and learning theory, natural order hypothesis, monitor hypothesis, input hypothesis and the affective filter hypothesis are explained. The factors affecting language development and language learning periods are also explained and examined. The methods and approaches for teaching a language to young children and key principles for learning a foreign language are addressed and discussed. In addition, the importance of language for identity formation and language with the role of cultural transmission are explained. A number of suggestions for language teachers are also included.

Gözde

Mehmet Yalçın

Teaching a Foreign Language to Young Learners

Nutrition education of children is defined as a combination of educational strategies, accompanied by environmental supports, designed to facilitate voluntary adoption of food choices should begin in the prenatal period and include all phases of childhood to provide healthy nutrition for the child for a lifetime. The prenatal period and infancy, toddlerhood and preschool, school age, and adolescence periods are specific time intervals when different educational strategies should be used. The nutrition of the pregnant mother determines a child’s acceptance and choice of foods. Nutrition education, should encourage mothers to exclusively breastfeed for six months, with responsive feeding as a part of the nutritional education of the mother, and to continue breastfeeding for one year and beyond together with complementary foods, to ensure proper growth for the baby. For toddlers and pre-schoolers, informal nutrition education is suggested, which includes parents as models at home and foods used in daily experiences to establish language development, cognition, and self-help behaviours. Nutrition education is important especially for school children and adolescents because it is not possible to make informed choices without accurate knowledge. To establish proper eating habits, behaviour-focused nutrition education is appropriate. The components of this type of education encompass cognitive learning, in which children learn to select healthy foods; emotional instruction to motivate children and caregivers to change their diet, and behavioural components to create healthy food choices. Research studies indicate that such interventions establishing behavioural changes result in more effective changes than a general nutritional education approach.

Gülden

Mehmet

Assist. Prof. Dr.

Tuğba

Uzman

The Nutrition Education of Children

We present our book “Developmental Education in Children,” as part of the academic studies conducted by the İstanbul University Center for Research and Practice in Child Education, i.e., Child University. The book is authored by academic members of the University and the members of the Advisory Board of the University’s Research Center. 
This book is the intellectual property of the Research Centre’s Board of Directors. The editors of the book are myself, the Director of the Research Centre, and Assoc. Prof. Dr. Birce ARSLANDOĞAN, the Assistant Director. The book’s goal is to contribute to the literature and suggest scientific methods and programs to improve students’ knowledge and experiences in academic disciplines in the most accurate manner. 
The book contains a wide range of topics, such as art, speech, development, health, sports, management, leadership, social and emotional developments, technology, foreign language, and nutrition. The diversity of topics increases accessibility by ensuring a broad framework of scientific knowledge. 
Learning and education contain an emotional dimension. Children are passionate and open-minded. In this context, ensuring that the children’s education is efficient and effective is our responsibility, that is, scientists and educators. Education during child development is a human capital investment made for their and the country’s futures.

This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.

Editor	Selman Yılmaz, Birce Arslandoğan
We present our book “Developmental Education in Children,” as part of the academic studies conducted by the İstanbul University Center for Research and Practice in Child Education, i.e., Child University. The book is authored by academic members of the University and the members of the Advisory Board of the University’s Research Center. This book is the intellectual property of the Research Centre’s Board of Directors. The editors of the book are myself, the Director of the Research Centre, and Assoc. Prof. Dr. Birce ARSLANDOĞAN, the Assistant Director. The book’s goal is to contribute to the literature and suggest scientific methods and programs to improve students’ knowledge and experiences in academic disciplines in the most accurate manner. The book contains a wide range of topics, such as art, speech, development, health, sports, management, leadership, social and emotional developments, technology, foreign language, and nutrition. The diversity of topics increases accessibility by ensuring a broad framework of scientific knowledge. Learning and education contain an emotional dimension. Children are passionate and open-minded. In this context, ensuring that the children’s education is efficient and effective is our responsibility, that is, scientists and educators. Education during child development is a human capital investment made for their and the country’s futures.
Subjects	Education & Educational Research

E-ISBN	978-605-07-1590-3
Publisher	Istanbul University Press
Publish Date	12.02.2024
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Developmental Education in Children