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    An Example of Gender Construction of Children From Different Socio-Economic Levels Through the Phenomenon of Parenting
    (Wiley, 2024) Kurt, Serife Hulya
    This study examined the transmission of gender within the family through perceptions of parenting in low- and middle-income families. Phenomenology design, one of the qualitative research methods, was used in the study. Participants were determined by criterion sampling method. Data were collected from 60 participants, including 20 families (mother-father-child) representing low (10 families) and middle (10 families) socio-economic levels. The study reveals that there is a need for social intervention in both socio-economic contexts. The findings of the study showed that the gendered interactions of parents living in both socio-economic contexts within the family had effects on children's perceptions and experiences. In the study, parents in both socio-economic contexts characterized motherhood as sacrifice, caregiving, and fertility and fatherhood as authority, power, income, and security provider. Children, on the other hand, defined motherhood as providing care, fertility, and being responsible for household chores and fatherhood as providing income, meeting needs, and having a profession. A striking result of the study is that although both parents were employed, children preferred to use expressions related to the fathers' professional life while defining parenthood.
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    Mothers' Perceptions and Experiences on Corporal Punishment within the Family Systems Approach Framework
    (Springer, 2024) Kurt, Serife Hulya; Yasar, Mustafa
    The aim of this study was to examine mothers' perceptions and experiences of corporal punishment during interactions with their children according to the Family Systems Approach. Interviews were conducted with 19 mothers of 5-6 years old children living in a small town, Anamur, on the Mediterranean coast, in the province of Mersin, Turkey. Collected data were analyzed through qualitative content analysis, and analysis revealed participating mothers exposed their children to corporal punishment and considered some situations acceptable. Typically, mothers used physical force to prevent or manage children's unwanted behavior, express their anger, and/or re-establish their authority. Participating mothers perceived corporal punishment as unacceptable when it involved children's physical needs and/or safety. According to the Family Systems Approach, these mothers failed to meet their children's needs of individualization due to their role organizing the family's daily routine. Mothers' overly-excessive proximity to their children, both emotionally and physically, increased the tendency to be intrusive in the children's lives. Thus, problems of hierarchy and extremely permeable boundaries between family members seemed to form the basis of corporal punishment. Draws on qualitative data from interviews with mothers from a coastal town in Turkey.Shows how corporal punishment emerged as a reflection of relationships and processes between family members.Mothers found it unacceptable to use corporal punishment particularly when it concerned their child's physical needs and/or safety.Mothers used corporal punishment in several ways and considered some situations acceptable.Mothers used physical force with the intention of preventing or managing children's unwanted behavior, expressing their own anger, and rebuilding authority over their children.
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    Parent-child interaction in the shadow of gender from a feminist theory perspective: the impact of socioeconomic status
    (Springer, 2024) Kurt, Serife Hulya
    This study aimed to examine the relationship between parents' gender roles and parent-child interaction with a phenomenological approach. The data collected from diverse families from different socioeconomic levels were presented using qualitative analysis. The number of participants in the study was 60 (20 children, 20 fathers, 20 mothers). In the study, families at the middle socioeconomic level work in office jobs in public and private institutions, while families at the low socioeconomic level work in farming and animal husbandry activities. The data collected using a voice recorder with the consent of the participants were analyzed through content analysis following the process of code-category and theme creation. The data collected using a voice recorder with the consent of the participants were analyzed using content analysis. The most striking result of the current study is the reflection of sexist attitudes seen in both socioecoenomic contexts in family interactions on parental interactions with children. As a result of the study, it was concluded that mothers and fathers exhibited attitudes towards gender role stereotypes in their home routines and interactions with children. This situation is more intense in families living at a low socioeconomic level and at a considerable level in other families. Children's interaction with both parents is limited. However, as a result of gender role stereotypes (children are the mother's job), children's interaction with fathers is much less.
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    Perceptions of Play Among Mothers and Fathers from Low-Income Households in Türkiye
    (Springer, 2024) Kurt, Serife Hulya; Ozgun, Ozkan
    In this phenomenological study, we explored the play perceptions of parents with young children from low-income households in T & uuml;rkiye. Data were collected through individual semi-structured interviews with 36 parents (18 mothers and 18 fathers), all of whom have children in their early childhood years. We transcribed the interviews and conducted a thematic analysis. The findings illuminate the diverse perceptions of children's play among parents in low-income households, highlighting a shared recognition of play as a social activity and a source of joy, while also revealing differing views. Parents in the study generally value studying, health, and familial love and respect above play. Their control over children's playtime is significantly influenced by concerns over academic performance and safety. Mothers are typically the primary participants in children's play due to their increased presence at home, while fathers' participation is significantly limited by work obligations and exhaustion. Low-income parents hold diverse perceptions of children's play, recognizing it as a social activity and a source of joy.Parents generally value studying, health, and familial love and respect above play.Low-income parents' control over children's playtime is mainly shaped by concerns over academic performance and safety.Mothers are typically the primary participants in children's play due to their increased presence at home.Fathers' participation is significantly limited by work obligations and exhaustion.
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    Play Experiences and Perceptions of Young Children Living in Disadvantaged Socioeconomic and Cultural Contexts in Turkey
    (Springer, 2023) Kurt, Serife Hulya; Ozgun, Ozkan
    This phenomenological study examined the play experiences and perceptions of eighteen 5- to 6-year-old children from three disadvantaged socioeconomic and cultural contexts in Turkey. Data were generated through semi-structured individual interviews with children. Results indicated that children's play experiences and perceptions were influenced by the context and cultural characteristics in which they lived. Children defined play as the various activities they choose to do primarily outdoors, and their play experiences varied in relation to their parents' attitudes, socioeconomic opportunities, culture-specific judgments, and affordances of their physical environment. Parents set limits on their children's play and play spaces due to safety concerns, possibility of damaging property, and responsibilities which the children were expected to fulfill. However, children were usually allowed to play outside within hearing distance of their parents, provided that they completed their homework and avoided risks and danger. Although the children had limited play materials, gender stereotypes were quite evident in their play materials and playmate preferences. Participant children reported that their parents usually did not play with them as well as did not prefer them to become playmates with children of the opposite gender.
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    Self-Regulation in Child Development: Investigation of Preschool Education Duration and Teachers' Self-Regulation Levels
    (Turkish Education Assoc, 2023) Kurt, Serife Hulya; Sigirtmac, Ayperi Dikici
    This study was conducted to examine the self-regulation of teachers working in preschool education institutions, their practices to support self-regulated learning, and the relationship between preschool education status and children's self-regulation skills. The sample of this study, in which the relational survey model, one of the quantitative research methods, was used, consisted of 316 teachers and 213 children working in primary school preschool classes and independent kindergartens affiliated with the Ministry of National Education in Mersin province. The demographic information of the participants was collected through the Demographic Information Form prepared by the researcher. Teachers' self-regulation was assessed with the Self-Regulation Scale, while the practices they used to support self-regulated learning were assessed with the Scale for Evaluating Preschool Teachers' Practices to Support Self-Regulated Learning (SC-SRLS). Children's self-regulation skills were assessed with the Preschool Self-Regulation Scale (PSRS), which requires face-to-face practice with each child. As a result of the study, it was found that children's self-regulation skills differed significantly in favor of children older than 68 months. In addition, it was determined that children's self -regulation and emotion regulation differed in favor of girls according to gender. In the study, the self-regulation skills of children with more than one year of preschool education were significantly higher than those of children with less preschool education. As a result of the study, it was determined that there was a positive and significant relationship between teachers' self -regulation and classroom practices to support self-regulated learning. In addition, there was a positive and significant relationship between teachers' self-regulation and the practices they used to support self-regulated learning and children's self -regulation skills.