Tez No	İndirme	Tez Künye	Durumu
403326		Interactional niche in the development of geometrical and spatial thinking in the familial context / Yazar:ERGİ Danışman: Dr. GÖTZ KRUMMHEUER Yer Bilgisi: JOHANN-WOLFGANG-GOETHE-UNIVERSITAT / YURTDIŞI ENSTİTÜ Konu:Bilgisayar Mühendisliği Bilimleri-Bilgisayar ve Kontrol = Computer Engineering and Computer Science and Control ; Matematik = Mathematics Anahtar Kelime:	Onaylandı Doktora İngilizce 2016 519 s.
In the chosen sequences different types of MLSS are observed. They all emerged particularly as a combination of aspects of situation and contribution of the children. Whereas Ayse, Berk, and Aleyna contribute and participate in the play situations in various ways, they receive different learning offerings from family members. Ayse contributes to the play situation as environmentally selfregulated and externally regulated while playing with her parents. Aleyna contributes to the play situation as a central participant and is environmentally self-regulated while playing with her parents. Berk contributes to the play situation as over-hearer and observer while he is playing with his brother and family members (granny/mother) and they are ascribing the role of legitimate peripheral participant to him. All three children are exposed to family members' regulation, while their interaction processes are bound up with their family system dynamics, folk psychologies and folk pedagogies of family members, and their competences. In this sense the MLSSs of the three children occur in the interface between the aspects of situation and contribution. Namely, in each In the chosen sequences different types of MLSS are observed. They all emerged particularly as a combination of aspects of situation and contribution of the children. Whereas Ayse, Berk, and Aleyna contribute and participate in the play situations in various ways, they receive different learning offerings from family members. Ayse contributes to the play situation as environmentally selfregulated and externally regulated while playing with her parents. Aleyna contributes to the play situation as a central participant and is environmentally self-regulated while playing with her parents. Berk contributes to the play situation as over-hearer and observer while he is playing with his brother and family members (granny/mother) and they are ascribing the role of legitimate peripheral participant to him. All three children are exposed to family members' regulation, while their interaction processes are bound up with their family system dynamics, folk psychologies and folk pedagogies of family members, and their competences. In this sense the MLSSs of the three children occur in the interface between the aspects of situation and contribution. Namely, in each family, the individuals adapt themselves to patterns of interaction, by making appropriate changes in their definition of the situation to a commonly shared interpretation. Thereon they use this patterned process of negotiation as their MLSS. Changes in their definitions of the situation become an expression of their cognitive achievement of adaptation. In any event all the play situations enable Ayse, Aleyna and Berk to learn mathematics and realize physical, social, emotional and cognitive growth.