Deleş, Bayram; Aral, Neriman

This study addresses a significant gap in understanding the impact of mothers' positive childhood experiences on their parenting skills. The study aims to fill this gap by examining the relationship between mothers' positive childhood experiences and parenting skills. A total of 490 mothers whose children attend private primary schools in various provinces of Türkiye participated in the study using a relational survey model. Data were collected using the ‘General Information Form,’ ‘Positive Childhood Experiences Scale’, and ‘Child Education Competence Scale.’ Statistical analyses were used for the Mann–Whitney U test, Kruskal–Wallis H test, and regression analysis. The findings revealed a significant relationship between mothers' childhood experiences and parenting skills, and mothers who experienced positive parent–child communication and grew up in rural areas had higher parenting skills. In addition, positive childhood experiences positively affected mothers' child education competencies. These results underline the importance of mothers' childhood experiences in shaping their parenting skills and highlight the need for intervention programs and comprehensive family education initiatives to improve parenting skills. This study aims to add valuable information to parenting education and family counseling and ultimately support the healthy development of children.

İlhan Beyaztaş, Dilek; Aşkın Tekkol, İlkay

Preschool teachers and primary school teachers must work in harmony and carry out consistent practices with each other in the process of teaching literacy. This study aims to determine the practices of preschool teachers in the literacy preparation process and the opinions of primary school teachers on the level of readiness of students from preschool education for the literacy process. In the study, the descriptive research method was used. The study group consisted of 21 primary schools and 27 preschool teachers working and volunteering in kindergarten and primary school institutions affiliated with the Directorate of National Education in Kastamonu province of Turkey. The study applied two separate interview forms to preschool and primary school teachers as a data collection tool. Results showed that preschool teachers have deficiencies in preschool education curriculum, early literacy studies, and primary school curricula. It was also revealed that preschool teachers carry out wrong practices, especially in helping students feel the sounds. As for the results of primary school teachers about the drawbacks of preschool education, it was determined that preschool teachers teach letters, and students who start the first grade have problems holding pencil. It was revealed that the expectations of primary school teachers from preschool teachers were focused on helping students feel and differentiate sounds instead of teaching letters and developing small muscle skills and pencil-holding skills. According to the research results, it was determined that preschool teachers do not collaborate with primary school teachers.