This study aims to investigate the perceptions and reader responses of pre-service teachers from the Department of Elementary Education towards biographical books. Twenty-eight senior pre-service teachers participated in this study. Semi-structured interviews were conducted with the pre-service teachers and their reading responses to biographical books were received in writing. In this study, the pre-service teachers stated that biographical books should reflect the lives of the characters realistically, should be written in chronological order, and should be written using reliable sources. In addition, they stated that primary school students should read biographies of scientists the most and that social studies was the most appropriate course for using biographies. According to the pre-service teachers, reading biographies improved primary school students’ reading and comprehension skills, historical and cultural awareness, and empathy skills. It was also observed that most pre-service teachers’ written responses were reader-centered. This study recommends further research on elementary and secondary school students and teachers’ perceptions and reading responses to biographies.

Evaluating the self-regulation skills of children in early childhood is important in terms of having information about their social, emotional and academic situations and being able to reliably distinguish those at risk in these areas. The purpose of this study is to create the Turkish form of the Self-Regulation Assessment Scale for Early Childhood (SASEC) developed by Boyer (2023) and to determine whether it is a valid and reliable scale for children aged 36-72 months. Erken Çocukluk İçin Öz-Düzenleme Değerlendirme Ölçeği, EÇÖDÖ (SASEC), data were obtained from the evaluation of self-regulation skills of children aged 36-72 months attending preschool education institutions in various districts of Istanbul province. According to the results of exploratory and confirmatory factor analysis, it is seen that the EÇÖDÖ has a single-factor structure and the factor loadings of the scale items vary between 0.760 and 0.853. Cronbach’s Alpha of the scale is 0.95. According to the study results; 5-point Likerttype, single-factor, 12-item EÇÖDÖ is a valid and reliable measurement tool that can be used in early childhood (36-72 months). EÇÖDÖ is used with a scale rating guide that helps rate the child's attitudes and behaviors. A high score from the scale indicates that the child has good self-regulation skills; a low score indicates the child's inadequacy in self-regulation skill.

In this study, quantitative (meta-analysis) and qualitative (meta-thematic analysis) studies were selected and examined to analyze the effects of Educational Information Network (EBA) activities with the mixed-meta method. Quantitative studies were analyzed using MetaWin and CMA 2.0 programs, and moderator analyses such as interdisciplinary, education level, and implementation period were conducted. The effect size value (g=.42) obtained from quantitative studies shows that EBA activities have a moderate effect on academic achievement. Qualitative studies were evaluated with a meta-thematic analysis in which the following themes emerged: the efficiency of EBA activities on curriculum elements, negative aspects, and suggestions. Qualitative findings also revealed that many aspects of EBA activities needed to be improved. The results of the study showed that the findings obtained from the meta-analysis and meta-thematic analysis were consistent with each other. The effect of EBA activities on academic achievement has been evaluated with many studies at both national and international levels. Many of these studies revealed that EBA activities improved academic achievement on a small and medium scale. However, it has been emphasized that EBA activities also have difficulties and deficiencies. It has been stated that factors such as the technical infrastructure of EBA activities, internet connection, motivation and participation of students, education, and the competence of teachers affect the effectiveness of EBA activities.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that emerges in the early years of life and is characterized by deficits in social communication and interaction, verbal and non-verbal communication difficulties, and restricted, repetitive patterns of behavior. Due to these differences, various developmental skill areas are adversely affected in individuals with ASD. The aim of this study is to examine the effectiveness of the exercises included in the RCA Software in enhancing the psychomotor skills of children with autism in a more effective, enjoyable, and rapid manner, and to observe the impact of these exercises on other developmental domains. Within the scope of the study, exercises focused on muscle tone, coordination, rhythm, breathing, and impulse control have been implemented, and both the relevance of these exercises to their intended purposes and their effectiveness in supporting other developmental areas have been evaluated. The study involved two children, aged seven and eight, diagnosed with moderate ASD. As a result of the intervention, meaningful improvements have been observed in several developmental areas. In both children, the most notable improvement has been seen in the area of fine motor skills, while the least progress has been observed in speech comprehension and independent living skills. Additionally, varying degrees of improvement have been recorded in gross motor skills, speech, social behaviors, and perception.