Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi

Yunus PINAR (Akdeniz Üniversitesi, Okul Öncesi Eğitimi Anabilim Dalı, Antalya, Türkiye)
Nesne Dergisi
5 1
Yıl: 2021 Cilt: 9 Sayı: 20 Sayfa Aralığı: 379 - 395 Metin Dili: Türkçe DOI: 10.7816/nesne-09-20-10 İndeks Tarihi: 19-05-2022

Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi

Öz:
Bu çalışmanın amacı sosyal izolasyonun çocuklar üzerindeki olası etkilerine yönelik mevcut alanyazını genel hatlarıyla incelemek ve yaklaşık üç ay bir süreyle sosyal izolasyon şartlarında gündelik yaşamlarını sürdürmek durumunda kalan ve uzunca bir süre daha sosyal mesafenin önerildiği yeni normalleşme süreci koşullarına maruz kalmaları olası olan okul öncesi dönem çocuklarının; bilişsel, sosyal, duygusal ve bedensel gelişimlerini belirli oranlarda destekleyecek bir model önerisinde bulunmaktır. Bu amaca ulaşabilmek için mobil zamanlayıcı ve model hatırlatıcı gibi yazılım özellikleri taşıyan bir mobil uygulaması, işlevsel bir web sayfası ve etkinlikler tasarlanmış, bunlar Pedagojik Destek Asistanlığı Modeli (PEDAM) olarak adlandırılan sistematik bir sürecin bileşenleri olarak ele alınarak modele entegre edilmişlerdir. Bu çalışmanın sınırlılığı, geliştirilen modelin öntest ve sonteste dayanan deney-kontrol gruplu veya geniş örneklemli çalışmalarla ile henüz sınanmamış olmasıdır. Çalışmada deneysel veya uzun süreli görgül bir araştırma desenine başvurulamamasının temel nedeni Covid-19 bulaş riskinin hem çocuklar hem yetişkinler için devam ediyor oluşu, bir diğer nedeni ise gelişimsel olarak kritik ve duyarlı dönemlerden geçen risk altındaki çocuklar için gecikmeksizin inisiyatif almanın gereklilik arz etmesidir. PEDAM, ebeveynlerin uygun içeriklere ulaşabilmesini sağlamak ve içerikleri sistematik bir biçimde denetleyebilmek için tasarlanmış ve olumlu etkileri mevcut çalışmalarla desteklenmiş materyal ve etkinlikler dışında herhangi bir unsura başvurmayan özgün bir modeldir. PEDAM’ın farklı disiplinlerden araştırmacılara Covid 19 pandemi planlama sürecine yönelik yeni başka uygulamaların tasarlanması konusunda da fikir verebileceği düşünülmektedir.
Anahtar Kelime:

Possible Consequences of Social Isolation For Children During The Pandemic Process: A Model Proposal

Öz:
The aim of the present study is to review the existing literature on possible consequences of social isolation for children and propose a model that supports preschool children’s cognitive, social, emotional and physical development, who have been living their daily lives under social isolation conditions for a period of around 3 months in Turkey and who are likely to be exposed to new conditions of the normalization process where social distancing is recommended by health authorities. To help achieve this goal, a mobile application with a software feature such as a mobile timer and model reminder, a functional website and activities are designed to be integrated into the model by treating them as components of a systematic process called PEDAM (Pedagogical Support Assistance Model). The primary limitation of this study is that the proposed model has not yet been tested in an experimental, pre-test/post-test control group design or in a large sample. The main reason why it has not been applied experimental or long-term empirical research design in this study is that there is still a risk of transmission of COVID-19 for both children and adults. A second reason has to do with the necessity and responsibility to taking immediately initiative and action for the children who are in critical and sensitive periods of development. PEDAM is a model to ensure that parents have access to appropriate content and to control the content systematically, using only materials and physical activities whose positive effects are supported by existing researches.It is believed that PEDAM can give researchers from different disciplines an idea to design other applications for the planning of the Covid 19 pandemic process.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Derleme Erişim Türü: Erişime Açık
  • Abraham, U. (2009). Filme im Deutschunterricht. Seelze-Velber: Klett, Kallmeyer.
  • Ahamed, Y., Macdonald, H., Reed K., Naylor, P. J., Liu-Ambrose, T. ve McKay H. (2007). School-based physical activity does not compromise children’s academic performance. Med. Sci. Sports Exerc. 39(371–376). doi: 10.1249/01.mss.0000241654.45500.8e.
  • APA (2021). Parenting in a Pandemic: Tips to Keep the Calm at Home. https://www.healthychildren.org/English/family-life/family-dynamics/communication- discipline/Pages/Positive-Parenting-and-COVID-19_10-Tips.aspx Erişim Tarihi: 17.05.2021.
  • Backhaus, J., Hoeckesfeld, R., Born, J., Hohagen, F. ve Junghanns, K. (2008). Immediate as well as delayed post learning sleep but not wakefulness enhances declarative memory consolidation in children. Neurobiol Learn Mem 89(76-80).
  • Baddeley, A., Gathercole, S. ve Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158–173.
  • Baddeley, A. D., Papagno, C. ve Vallar, G. (1988). When long-term learning depends on short-term storage. Journal of Memory and Language, 27, 586–596.
  • Behringer, M., Vom Heede, A., Yue, Z. Ve Mester, J. (2010). Effects of resistance training in children and adolescents: A meta-analysis. Pediatrics, 126(5), e1199-e1210
  • Bhatti, A., Majid, M., Anwar, S. ve Khan, B. (2016). Human emotion recognition and analysis in response to audio music using brain signals. Computers in Human Behavior, 65, 267-275. http://dx.doi.org/10.1016/j.chb.2016.08.029
  • Blackburn, H. (2017). Music in the classroom. International Journal Of The Whole Child 2(1), 26-33.
  • Bullock, S. H., Jones, B. H., Gilchrist J. ve Marshall, S. W. (2010). Prevention of physical training-related injuries recommendations for the military and other active populations based on expedited systematic reviews. Am. J. Prev. Med. 38, 156-181. doi: 10.1016/j.amepre.2009.10.023.
  • Büyükbaykal, G. (2007). Televizyonun çocuklar üzerindeki etkisi. İletişim Fakültesi Dergisi, 31-44.
  • Caricasole, V., Di Bernando, I., Varinelli, A., Galimberti, C., Zanello, R., Bosi, ... Dell'Osso, B. (2019). Anxiety disorders anticipate the diagnosis of bipolar disorder in comorbid patients: Findings from an Italian tertiary clinic. Journal of Affective Disorders, 257, 376-381.
  • Carpenter Estrada, T. ve May, B. (2019). Building bridges with bach: Syntegration of music and visual art. General Music Today, 32(3), 37-42. doi: 10.1177/1048371319834084.
  • Carson, V., Hunter, S., Kuzik, N., Wiebe, S. A., Spence, J. C., Friedman, A., Tremblay, M. S., Slater, L. ve Hinkley, T. (2016). Systematic review of physical activity and cognitive development in early childhood. J. Sci. Med. Sport., 19, 573–578. doi: 10.1016/j.jsams.2015.07.011.
  • COE (2020). COVID-19 pandemic responses- Lessons learnt from management and adaptation to ensure that children are treated as rights holders during the pandemic and beyond. Summary Report, https://rm.coe.int/final-summary-report-covid-19-pandemic-responses/16809f8032 Erişim Tarihi: 17.05.2021.
  • Cox, E. P., O’Dwyer, N., Cook, R., Vetter, M., Cheng, H. L., Rooney, K. ve O’Connor, H. (2015). Relationship between physical activity and cognitive function in apparently healthy young to middle- aged adults: A systematic review. J. Sci. Med. Sport., 19, 616–628. doi: 10.1016/j.jsams.2015.09.003.
  • Cross, Z. R., Kohler, M. J., Schlesewsky, M., Gaskell, M. G. ve Bornkessel-Schlesewsky, I. (2018). Sleep- dependent memory consolidation and incremental sentence comprehension: Computational dependencies during language learning as revealed by neuronal oscillations. Frontiers in Human Neuroscience, 12(18). https://doi.org/10.3389/fnhum.2018.00018
  • Davis, E. M. (2016). Using music in literacy instruction and literacy development. A Master’s Thesis, State University of New York at Fredonia Fredonia, New York.
  • de Almondes, K. M., Costa, M. V., Malloy-Diniz, L. F. ve Diniz, B. S. (2016). The relationship between sleep complaints, depression, and executive functions on older adults. Frontiers in Psychology, 7(1547), 1-8. https://doi.org/10.3389/fpsyg.2016.01547
  • Diekelmann, S. ve Born, J. (2010). The memory function of sleep. Nat Rev Neurosci, 11, 114-126.
  • Dymnikowa, M. (2016). Physiological aspects of music and longevity. Adv Gerontol, 6, 101–110 https://doi.org/10.1134/S207905701602003X
  • Dworak, M., Schierl, T., Bruns, T. ve Strüder, H. K. (2007). Impact of singular excessive computer game and television exposure on sleep patterns and memory performance of school-aged children. Pediatrics, 120, 978-985.
  • Dworak, M. ve Wiater, A. (2013). Media, sleep and memory in children and adolescents. J Sleep Disorders & Ther, 2(7), 147.
  • Frischenschlager, E. ve Gosch, J. (2012). Active learning—leichter lernen durch bewegung. [Active learning—easier learning through physical activity] Erzieh. Unterr., 162, 131–137.
  • Forrest, C., Gibson, J. L., Halligan, S. ve St Clair, M. (2018). A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study. Autism & Developmental Language Impairments, 3. https://doi.org/10.1177/2396941518795392
  • Gais, S. ve Born, J. (2004). Declarative memory consolidation: Mechanisms acting during human sleep. Learn Mem., 11, 679-685.
  • Gathercole, S. E. ve Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336−360.
  • Gathercole, S. E., Willis, C. S., Emslie, H. ve Baddeley, A. D. (1992). Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28(5), 887–898.
  • Gesi, C., Abelli, M., Cardini, A., Lari, L., Di Paolo, L., Silove, D. ve Pini, S. (2016). Separation anxiety disorder from the perspective of DSM-5: Clinical investigation among subjects with panic disorder and associations with mood disorders spectrum. CNS Spectrums, 21(1), 70-75. doi:10.1017/S1092852914000807
  • Goes, F. S. (2015). The importance of anxiety states in bipolar disorder. Curr Psychiatry Rep., 17(2), 3. doi: 10.1007/s11920-014-0540-2.
  • Götze, B., Hasselhorn, M. Ve Kiese-Himmel, C. (2000). Phonologisches arbeitsgedächtnis, wortschatz und morpho-syntaktische sprachleistungen im vorschulalter. Zeitschrift für Sprache & Kognition, 19(1/2), 15–21.
  • Graf, C. (2016). Aktiv in jedem Alter-sport und ernährung in den verschiedenen lebensphasen: Kinder [Active at any age-sports and nutrition in various stages of life: Children] Aktuel Ernahrungsmed, 41, 32–34.
  • Grimm, H. ve Wilde, S. (1998). Sprachentwicklung: Im zentrum steht das wort. H. Keller (Hrsg.), Lehrbuch Entwicklungspsychologie içinde (s. 445−473). Berlin: Huber.
  • Grimm, H. ve Weinert, S. (2002). Sprachentwicklung. R. Oerter ve L. Montada (Hrsg.), Entwicklungspsychologie içinde (s. 517–550). Weinheim [u.a.]: Beltz PVU.
  • Gündoğdu, Z , Seytepe, Ö , Pelit, B , Doğru, H , Güner, B , Arıkız, E , Akçomak, Z , Kale, E , Moran, İ , Aydoğdu, G , Kaya, E. (2016). Okul Öncesi Çocuklarda Medya Kullanımı. Kocaeli Üniversitesi Sağlık Bilimleri Dergisi , 2 (2) , 6-10 . DOI: 10.30934/kusbed.358563
  • Hasselhorn, M. ve Werner, I. (2000). Zur Bedeutung des phonologischen Arbeitsgedächtnisses für die Sprachentwicklung. H. Grimm (Hrsg.), Sprachentwicklung (Enzyklopädie der Psychologie). Themenbereich C: Theorie und Forschung, Serie III Sprache içinde (s. 363–378). Göttingen: Hogrefe.
  • Hutton, J. S., Dudley, J., Horowitz-Kraus, T., DeWitt, T. ve Holland, S. K. (2019). Associations between screen-based media use and brain white matter integrity in preschool-aged children. JAMA Pediatrics, e193869 DOI: 10.1001/jamapediatrics.2019.3869
  • Jaschke, A. C., Honing, H, ve Scherder, E. J. (2018). Longitudinal analysis of music education on executive functions in primary school children. Frontiers in Neuroscience, 12(103), https://doi.org/10.3389/fnins.2018.00103
  • Jong, P. F. ve De., Olson, R. K. (2004). Early predictors of letter knowledge. Journal of Experimental Child Psychology, 88, 254–273.
  • Lambrick, D., Stoner L., Grigg R. ve Faulkner, J. (2016). Effects of continuous and intermittent exercise on executive function in children aged 8–10 years. Psychophysiology, 53, 1335–1342. doi: 10.1111/psyp.12688.
  • Lepp, A., Barkley, J. E. Ve Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students. Computers in Human Behavior, 31, 343-350.
  • Li, H., Edwards, S. M. ve Joo-Hyun L. (2002). Measuring the intrusiveness of advertisements: Scale development and validation. Journal of Advertising, 31(2), 37- 48.
  • Lin, F., Zhou, Y., Du, Y., Qin, L., Zhao, Z. ve Xu, J. (2012). Abnormal white matter ıntegrity in adolescents with ınternet addiction disorder: A tract-based spatial statistics study. PLoS One, 7(1), e30253. doi: 10.1371/journal.pone.0030253
  • Maquet P. (2001). The role of sleep in learning and memory. Science, 294, 1048- 1052.
  • McGregor, K. K. ve Alper, R. M. (2015). Sleep disorders as a risk to language learning and use. EBP briefs, 10(1), 1–21.
  • Myer, G. D., Faigenbaum, A. D., Edwards, N. M., Clark, J. F., Best, T. M. ve Sallis, R. E. (2014). Sixty minutes of what? A developing brain perspective for activating children with an integrative exercise approach. Br. J. Sports Med., 49, 1510–1516. doi: 10.1136/bjsports-2014-093661.
  • Patscheke, H., Degé, F. ve Schwarzer, G. (2018). The effects of training in rhythm and pitch on phonological awareness in four- to six-year-old children. Psychology of Music. 030573561875676. 10.1177/0305735618756763.
  • Pavlova, B., Perlis, R., Mantere, O., Sellgren, C., Isometsä, E., Mitchell, P., . . . Uher, R. (2017). Prevalence of current anxiety disorders in people with bipolar disorder during euthymia: A meta-analysis. Psychological Medicine, 47(6), 1107-1115. doi:10.1017/S0033291716003135
  • Pini, S., Abelli, M., Mauri, M., Muti, M., Iazzetta, P., Banti, S. ve Cassano, G. B. (2005). Clinical correlates and significance of separation anxiety in patients with bipolar disorder. Bipolar Disord., 7(4), 370- 376.
  • Rettie, R. H. Robinson, H. ve B. Jenner, (2004). Does internet advertising alienate users?, Kingston University.
  • Rosen, L. D., Carrier, M. ve Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29, 948-958.
  • Samara, A., Feng, K., Pivik, R. T., Jarratt, K. P., Badger, T. M. ve Ou, X. (2019). White matter microstructure correlates with memory performance in healthy children: A diffusion tensor imaging study. J Neuroimaging, 29(2), 233-241. doi: 10.1111/jon.12580.
  • Sigman, A. (2007). Visual voodoo: The biological impact of watching TV. Biologist, 54(1), 12-17.
  • Schulz, K. H., Meyer, A. ve Langguth, N. (2012). Körperliche aktivität und psychische gesundheit [Physical activity and mental health] Bundesgesundheitsblatt Gesundh. Gesundheitsschutz, 55, 55–65. doi: 10.1007/s00103-011-1387-x
  • Speidel, G. E. (1993). Phonological short-term memory and individual differences in learning to speak: A bilingual case study. First Language, 13, 69–91.
  • Spitzer, M. (2016). Risiken und Nebenwirkungen digitaler Informationstechnik. Hessischer Landtag, 14.10.2016 Digitalisierung und schulische Bildung Anhörung durch die Enquetekommission Kein Kind zurücklassen-Rahmenbedingungen, Chancen und Zukunft schulischer Bildung in Hessen, Thema Digitalisierung. http://www.lehrerverband.de/Digital-Prof.Dr.M.Spitzer.pdf (Erişim Tarihi: 07.10.2020).
  • Statista, (2019). Soziale Netzwerke: Dossier. https://de.statista.com/statistik/studie/id/11852/dokument/soziale-netzwerke-statista-dossier/. Rev.: 2021-09-04
  • Steenari, M. R., Vuontela, V., Paavonen, E. J., Carlson, S., Fjallberg, M. ve Aronen, E. T. (2003). Working memory and sleep in 6- to 13-year-old schoolchildren. J Am Acad Child Adolesc Psychiatry, 42, 85- 92
  • Stubbs, R. M. (2018). A review of attachment theory and internal working models as relevant to music therapy with children hospitalized for life threatening illness. The Arts in Psychotherapy, 57, 72-79
  • Tasdemir, A., Tamam, L., Keskin, N. ve Evlice, Y. E. (2016). Assessment of co-morbidity of adult separation anxiety in patients with bipolar disorder, Nordic Journal of Psychiatry, 70(2), 93-102, DOI: 10.3109/08039488.2015.1053098
  • Tazawa, Y. ve Okada K. (2001). Physical signs associated with excessive televisiongame playing and sleep deprivation. Pediatr Int, 43, 647-650.
  • Thomée, S., Hårenstam, A. ve Hagberg, M. (2011). Mobile phone use and stress, sleep disturbances, and symptoms of depression among young adults–a prospective cohort study. BMC Public Health, 11(66), 1-11.
  • Titone, M. K, Freed, R. D., O'Garro-Moore, J. K., Gepty, A., Ng, T. H., Stange, J. P., Abramson, L. Y. ve Alloy, L. B. (2018). The role of lifetime anxiety history in the course of bipolar spectrum disorders. Psychiatry Res., 264, 202-209. doi:10.1016/j.psychres.2018.03.087.
  • Tracy, R. (2005). Spracherwerb bei vier- bis achtjährigen Kindern. T. Guldiman, B. Hauser (Ed.), Bildung 4- bis 8-jähriger Kinder içinde (s. 59−75). Münster: Waxmann.
  • Trappe, H. (2012). Music and medicine: The effects of music on the human being. Applied Cardiopulmonary Pathophysiology, 16, 133-142.
  • UNICEF (2021). “My Hero is You” A fictional book developed by and for children aims to help families understand and cope with COVID-19. https://www.unicef.org/coronavirus/my-hero-you Erişim Tarihi: 17.05.2021.
  • Van den Bulck, J. (2004). Television viewing, computer game playing, and Internet use and self-reported time to bed and time out of bed in secondaryschool children. Sleep 27, 101-104.
  • Walker, M. P. ve Stickgold, R. (2006). Sleep, memory, and plasticity. Annu Rev Psycho., 7, 139-166.
  • Walker, P. M. (2009). The role of sleep in cognition and emotion. Ann N Y Acad Sci., 1156, 168-197.
  • Weinert, S. (2006). Sprachentwicklung. W. Schneider, B. Sodian (Ed.), Enzyklopädie der Psychologie − Kognitive Entwicklung içinde (s. 609−719). Göttingen: Hogrefe.
  • Weinert, S. (2010). Beziehungen zwischen Sprachentwicklung und Gedächtnisentwicklung. H.-P. Trolldenier, W. Lenhard, P. Marx (Ed.), Brennpunkte der Gedächtnisforschung. Entwicklungsund pädagogisch-psychologische Perspektiven içinde (s. 147–170). Göttingen: Hogrefe.
  • Weinert, S., Ebert, S., Lockl, K. ve Kuger, S. (2012). Disparitäten im wortschatzerwerb: Zum einfluss des arbeitsgedächtnisses und der anregungsqualität in kindergarten und familie auf den erwerb lexikalischen wissens. Unterrichtswissenschaft, 40(1), 4−25.
  • WHO (2021). Connecting the world to combat coronavirus. https://www.who.int/campaigns/connecting-the- world-to-combat-coronavirus Erişim Tarihi: 17.05.2021.
  • Wilhelm, I., Diekelmann, S. ve Born, J. (2008). Sleep in children improves memory performance on declarative but not procedural tasks. Learn Mem., 15, 373-377.
  • Woodward, L. J. ve Fergusson, D. M. (2001). Life course outcomes of young people with anxiety disorders in adolescence. J Am Acad Child Psych, 40, 1086 – 1093.
  • Zheng, F., Gao, P., He, M., Li, M., Wang, C., Zeng, Q., Zhou, Z., Yu, Z. ve Zhang, L. (2014). Association between mobile phone use and inattention in 7202 Chinese adolescents: A population-based cross- sectional study. BMC Public Health, 14, 1022-1028.
  • Zimmerman, F. J. ve Christakis, D. A. (2005). Children’s television viewing and cognitive outcomes: A longitudinal analysis of national data. Archives of Pediatrics & Adolescent Medicine, 159(7), 619- 625.
  • Zimmerman, F. J., Christakis, D. A. ve Meltzoff, A. N. (2007). Associations between media viewing and language development in children under age 2 years. The Journal of Pediatrics, 151(4), 364-368.
APA pinar y (2021). Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. , 379 - 395. 10.7816/nesne-09-20-10
Chicago pinar yunus Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. (2021): 379 - 395. 10.7816/nesne-09-20-10
MLA pinar yunus Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. , 2021, ss.379 - 395. 10.7816/nesne-09-20-10
AMA pinar y Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. . 2021; 379 - 395. 10.7816/nesne-09-20-10
Vancouver pinar y Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. . 2021; 379 - 395. 10.7816/nesne-09-20-10
IEEE pinar y "Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi." , ss.379 - 395, 2021. 10.7816/nesne-09-20-10
ISNAD pinar, yunus. "Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi". (2021), 379-395. https://doi.org/10.7816/nesne-09-20-10
APA pinar y (2021). Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. Nesne Dergisi, 9(20), 379 - 395. 10.7816/nesne-09-20-10
Chicago pinar yunus Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. Nesne Dergisi 9, no.20 (2021): 379 - 395. 10.7816/nesne-09-20-10
MLA pinar yunus Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. Nesne Dergisi, vol.9, no.20, 2021, ss.379 - 395. 10.7816/nesne-09-20-10
AMA pinar y Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. Nesne Dergisi. 2021; 9(20): 379 - 395. 10.7816/nesne-09-20-10
Vancouver pinar y Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi. Nesne Dergisi. 2021; 9(20): 379 - 395. 10.7816/nesne-09-20-10
IEEE pinar y "Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi." Nesne Dergisi, 9, ss.379 - 395, 2021. 10.7816/nesne-09-20-10
ISNAD pinar, yunus. "Pandemi Sürecinde Sosyal İzolasyonun Çocuklar Üzerine Olası Etkileri: Bir Model Önerisi". Nesne Dergisi 9/20 (2021), 379-395. https://doi.org/10.7816/nesne-09-20-10
Sayfa Oluşturulma Tarihi
23-04-2024 22:18

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları