<?xml version="1.0" encoding="UTF-8"?>
<!DOCTYPE article PUBLIC "-//NLM//DTD JATS (Z39.96) Journal Publishing DTD v1.4 20241031//EN"
        "https://jats.nlm.nih.gov/publishing/1.4/JATS-journalpublishing1-4.dtd">
<article  article-type="research-article"        dtd-version="1.4">
            <front>

                <journal-meta>
                                                                <journal-id>lisans</journal-id>
            <journal-title-group>
                                                                                    <journal-title>Ana Dili Eğitimi Dergisi</journal-title>
            </journal-title-group>
                                        <issn pub-type="epub">2147-6020</issn>
                                                                                            <publisher>
                    <publisher-name>Mehmet KURUDAYIOĞLU</publisher-name>
                </publisher>
                    </journal-meta>
                <article-meta>
                                        <article-id pub-id-type="doi">10.16916/aded.1754597</article-id>
                                                                <article-categories>
                                            <subj-group  xml:lang="en">
                                                            <subject>Turkish Education</subject>
                                                    </subj-group>
                                            <subj-group  xml:lang="tr">
                                                            <subject>Türkçe Eğitimi</subject>
                                                    </subj-group>
                                    </article-categories>
                                                                                                                                                        <title-group>
                                                                                                                        <article-title>Mekânda Konum Sözcük Dağarcığı Ölçeği Geliştirme Çalışması</article-title>
                                                                                                                                                                                                <trans-title-group xml:lang="en">
                                    <trans-title>Development of Positional Language Scale</trans-title>
                                </trans-title-group>
                                                                                                    </title-group>
            
                                                    <contrib-group content-type="authors">
                                                                        <contrib contrib-type="author">
                                                                    <contrib-id contrib-id-type="orcid">
                                        https://orcid.org/0000-0003-4423-5453</contrib-id>
                                                                <name>
                                    <surname>Kural Kınık</surname>
                                    <given-names>Elif</given-names>
                                </name>
                                                                    <aff>ERZİNCAN BİNALİ YILDIRIM ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, TEMEL EĞİTİM BÖLÜMÜ, OKUL ÖNCESİ EĞİTİMİ ANABİLİM DALI</aff>
                                                            </contrib>
                                                    <contrib contrib-type="author">
                                                                    <contrib-id contrib-id-type="orcid">
                                        https://orcid.org/0000-0003-4854-6531</contrib-id>
                                                                <name>
                                    <surname>Şen</surname>
                                    <given-names>Müge</given-names>
                                </name>
                                                                    <aff>ANKARA ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ FAKÜLTESİ, TEMEL EĞİTİM BÖLÜMÜ, OKUL ÖNCESİ EĞİTİMİ ANABİLİM DALI</aff>
                                                            </contrib>
                                                                                </contrib-group>
                        
                                        <pub-date pub-type="pub" iso-8601-date="20251029">
                    <day>10</day>
                    <month>29</month>
                    <year>2025</year>
                </pub-date>
                                        <volume>13</volume>
                                        <issue>4</issue>
                                        <fpage>988</fpage>
                                        <lpage>1007</lpage>
                        
                        <history>
                                    <date date-type="received" iso-8601-date="20250731">
                        <day>07</day>
                        <month>31</month>
                        <year>2025</year>
                    </date>
                                                    <date date-type="accepted" iso-8601-date="20251025">
                        <day>10</day>
                        <month>25</month>
                        <year>2025</year>
                    </date>
                            </history>
                                        <permissions>
                    <copyright-statement>Copyright © 2013, Ana Dili Eğitimi Dergisi</copyright-statement>
                    <copyright-year>2013</copyright-year>
                    <copyright-holder>Ana Dili Eğitimi Dergisi</copyright-holder>
                </permissions>
            
                                                                                                <abstract><p>Bu çalışmanın amacı, 48-72 aylık çocukların mekânda konum sözcük dağarcığının tespiti için geçerli ve güvenilir bir ölçme aracının geliştirilmesidir. Mekânda Konum Sözcük Dağarcığı Ölçeği (MEKON) geliştirme sürecinde yapılan kuramsal ön hazırlıkların ardından alan yazın incelenmiş ve hazırlanan madde havuzu 10 uzmanın görüşleri ve 41 çocukla yapılan iki deneme uygulaması dikkate alınarak düzenlenmiştir. 20 maddelik deneme formu oluşturulmuştur. Asıl uygulama 192 çocuktan elde edilen veriyle gerçekleştirilmiştir. AFA sonucunda iki faktörlü 17 maddelik bir yapıya ulaşılmıştır. DFA sonuçlarıyla kabul edilebilir değer aralığında model-veri uyumunun sağlandığı bir yapı tanımlanmıştır (χ2/sd=2.23, RMSEA=0.043, RMR=0.044, CFI=0.98, NNFI=0.98, NFI=0.97, AGFI= 0.87, GFI=0.89, RFI=0.96). Ölçeğin alt boyutlarına ilişkin KR-20 analizi sonuçlarının sırasıyla 0.64 ve 0.19 ve Alt %27-Üst %27 Yöntemine göre iç tutarlılık karşılaştırmasında her iki faktör için gruplar arası farkın anlamlı (p=.000) ve test-tekrar-test güvenirlik düzeylerinin sırasıyla 0.84 ve 0.75 olduğu belirlenmiştir. Bulgular sonucunda ölçme aracının geçerli ve güvenilir bir araç olduğu tespit edilmiştir.</p></abstract>
                                                                                                                                    <trans-abstract xml:lang="en">
                            <p>This study aimed to develop a valid and reliable measurement tool for assessing the spatial vocabulary of children aged 48 to 72 months. In the process of creating the Positional Language Scale (PLS), theoretical groundwork was laid, and relevant literature was reviewed. An item pool was organized based on feedback from 10 experts as well as two preliminary applications conducted with 41 children. A 20-item trial form was developed. A trial application was carried out with data collected from 192 children. Through Exploratory Factor Analysis (EFA), a structure comprising 17 items in two factors was identified. Additionally, the results of Confirmatory Factor Analysis (CFA) indicated a model that aligns well with the data within acceptable limits (χ²/df=2.23, RMSEA=0.043, RMR=0.044, CFI=0.98, NNFI=0.98, NFI=0.97, AGFI=0.87, GFI=0.89, RFI=0.96). When comparing the results of the KR-20 analysis for the sub-dimensions of the measurement tool, the internal consistency coefficients were found to be 0.64 and 0.19, respectively. Using the Lower 27%-Upper 27% Method, significant differences between groups were observed for both factors (p=.000). The test-retest reliability levels were determined to be 0.84 and 0.75, respectively. Overall, the findings indicated that the measurement tool was valid and reliable.</p></trans-abstract>
                                                            
            
                                                            <kwd-group>
                                                    <kwd>Mekânda konum</kwd>
                                                    <kwd>  okul öncesi</kwd>
                                                    <kwd>  ölçek geliştirme</kwd>
                                            </kwd-group>
                                                        
                                                                            <kwd-group xml:lang="en">
                                                    <kwd>Location-in-space</kwd>
                                                    <kwd>  preschool</kwd>
                                                    <kwd>  scale development</kwd>
                                            </kwd-group>
                                                                                                            </article-meta>
    </front>
    <back>
                            <ref-list>
                                    <ref id="ref1">
                        <label>1</label>
                        <mixed-citation publication-type="journal">Balcomb, F., Newcombe, N. S., &amp; Ferrara, K. (2011). Finding where and saying where: Developmental relationships between place learning and language in the first year. Journal of Cognition and Development, 12(3), 315-331.</mixed-citation>
                    </ref>
                                    <ref id="ref2">
                        <label>2</label>
                        <mixed-citation publication-type="journal">Bay, D. N. (2020). Resimli çocuk kitaplarının MEB Okul Öncesi Eğitim Programındaki temel kavramlar açısından incelenmesi. International Primary Education Research Journal, 4(1), 12-24.</mixed-citation>
                    </ref>
                                    <ref id="ref3">
                        <label>3</label>
                        <mixed-citation publication-type="journal">Bower, C. A., Foster, L., Zimmermann, L., Verdine, B. N., Marzouk, M., Islam, S., … Hirsh-Pasek, K. (2020a). Three-year-olds’ spatial language comprehension and links with mathematics and spatial performance. Developmental Psychology, 56(10), 1894-1905. https://doi.org/10.1037/dev0001098</mixed-citation>
                    </ref>
                                    <ref id="ref4">
                        <label>4</label>
                        <mixed-citation publication-type="journal">Bower, C., Zimmermann, L., Verdine, B., Toub, T. S., Islam, S., Foster, L., … Golinkoff, R. M. (2020b). Piecing together the role of a spatial assembly intervention in preschoolers’ spatial and mathematics learning: Influences of gesture, spatial language, and socioeconomic status. Developmental Psychology, 56(4), 686-698. https://doi.org/10.1037/dev0000899</mixed-citation>
                    </ref>
                                    <ref id="ref5">
                        <label>5</label>
                        <mixed-citation publication-type="journal">Browne, M. W., &amp; Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen and J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.</mixed-citation>
                    </ref>
                                    <ref id="ref6">
                        <label>6</label>
                        <mixed-citation publication-type="journal">Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı (28.Baskı). Ankara: Pegem Yayınları.</mixed-citation>
                    </ref>
                                    <ref id="ref7">
                        <label>7</label>
                        <mixed-citation publication-type="journal">Casasola, M., &amp; Ahn, Y. A. (2018). What develops in infants’ spatial categorization? Korean infants’ categorization of containment and tight-fit relations. Child Development, 89(4), e382-e396.</mixed-citation>
                    </ref>
                                    <ref id="ref8">
                        <label>8</label>
                        <mixed-citation publication-type="journal">Casasola, M., Bhagwat, J., &amp; Burke, A. S. (2009). Learning to form a spatial category of tight-fit relations: How experience with a label can give a boost. Developmental Psychology, 45, 711-723. http://dx.doi.org/10.1037/a0015475</mixed-citation>
                    </ref>
                                    <ref id="ref9">
                        <label>9</label>
                        <mixed-citation publication-type="journal">Casasola, M., Bhagwat, J., Doan, S. N., &amp; Love, H. (2017). Getting some space: Infants’ and caregivers’ containment and support spatial constructions during play. Journal of Experimental Child Psychology, 159, 110-128.</mixed-citation>
                    </ref>
                                    <ref id="ref10">
                        <label>10</label>
                        <mixed-citation publication-type="journal">Casasola, M., Wei, W. S., Suh, D. D., Donskoy, P., &amp; Ransom, A. (2020). Children’s exposure to spatial language promotes their spatial thinking. Journal of Experimental Psychology: General, 149(6), 1116.</mixed-citation>
                    </ref>
                                    <ref id="ref11">
                        <label>11</label>
                        <mixed-citation publication-type="journal">Chatterjee, A. (2008). The neural organization of spatial thought and language. In Seminars in Speech and Language, 29(3), 226-238.</mixed-citation>
                    </ref>
                                    <ref id="ref12">
                        <label>12</label>
                        <mixed-citation publication-type="journal">Clingan-Siverly, S., Nelson, P. M., Göksun, T., &amp; Demir Lira, Ö. E. (2021). Spatial thinking in term and preterm-born preschoolers: relations to parent–child speech and gesture. Frontiers in Psychology, 12, 651678.</mixed-citation>
                    </ref>
                                    <ref id="ref13">
                        <label>13</label>
                        <mixed-citation publication-type="journal">Copley, J. V. (2000). The young child and mathematics. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426.</mixed-citation>
                    </ref>
                                    <ref id="ref14">
                        <label>14</label>
                        <mixed-citation publication-type="journal">Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik SPSS ve LİSREL uygulamaları (6. Baskı) (ss. 177-250). Ankara: Pegem Yayıncılık.</mixed-citation>
                    </ref>
                                    <ref id="ref15">
                        <label>15</label>
                        <mixed-citation publication-type="journal">DeVellis, R. F. (2021). Ölçek geliştirme-kuram ve uygulamalar, (3. Baskı). T. Totan (Çev. Ed.). Daha kapsamlı araştırma alanlarında ölçme içinde (ss. 185-192). Ankara: Nobel Yayıncılık.</mixed-citation>
                    </ref>
                                    <ref id="ref16">
                        <label>16</label>
                        <mixed-citation publication-type="journal">Fraenkel, J. R., Wallen, N. E., &amp; Hyun, H. H. (2012). How to design and evaluate research in education (pp. 259-418). New York: McGraw Hall.</mixed-citation>
                    </ref>
                                    <ref id="ref17">
                        <label>17</label>
                        <mixed-citation publication-type="journal">Field, A. (2009). Discovering statistics using SPSS (pp. 778-832). London: Sage Publications.</mixed-citation>
                    </ref>
                                    <ref id="ref18">
                        <label>18</label>
                        <mixed-citation publication-type="journal">Frick, A., Hansen, M. A., &amp; Newcombe, N. S. (2013). Development of mental rotation in 3-to 5-year-old children. Cognitive Development, 28(4), 386-399.</mixed-citation>
                    </ref>
                                    <ref id="ref19">
                        <label>19</label>
                        <mixed-citation publication-type="journal">Gentner, D., Özyürek, A., Gürcanli, Ö., &amp; Goldin-Meadow, S. (2013). Spatial language facilitates spatial cognition: Evidence from children who lack language input. Cognition, 127(3), 318-330.</mixed-citation>
                    </ref>
                                    <ref id="ref20">
                        <label>20</label>
                        <mixed-citation publication-type="journal">Green, S. B. (1991). How many subjects does it take to do a regression analysis. Multivariate Behavioral Research, 26(3), 499-510. https://doi.org/10.1207/s15327906mbr2603_7</mixed-citation>
                    </ref>
                                    <ref id="ref21">
                        <label>21</label>
                        <mixed-citation publication-type="journal">Hasançebi, B., Terzi, Y., ve Küçük, Z. (2020). Madde güçlük indeksi ve madde ayırt edicilik indeksine dayalı çeldirici analizi. Gümüşhane Üniversitesi Fen Bilimleri Dergisi, 10(1), 224-240.</mixed-citation>
                    </ref>
                                    <ref id="ref22">
                        <label>22</label>
                        <mixed-citation publication-type="journal">Hawes, Z., Moss, J., Caswell, B., &amp; Poliszczuk, D. (2015). Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study. Trends in Neuroscience and Education, 4(3), 60-68.</mixed-citation>
                    </ref>
                                    <ref id="ref23">
                        <label>23</label>
                        <mixed-citation publication-type="journal">Jirout, J. J., &amp; Newcombe, N. S. (2014). Mazes and maps: Can young children find their way?. Mind, Brain, and Education, 8(2), 89-96.</mixed-citation>
                    </ref>
                                    <ref id="ref24">
                        <label>24</label>
                        <mixed-citation publication-type="journal">Karadeniz, M. H. (2014). Okul öncesi çocuklarda mekânsal ilişkiler: Harita örnekleri. Kastamonu Eğitim Dergisi, 23(4), 1757-1774.</mixed-citation>
                    </ref>
                                    <ref id="ref25">
                        <label>25</label>
                        <mixed-citation publication-type="journal">Kline, R. B. (2019). Olgunluk çağı (M. Baloğlu, Çev.). S. Şen (Ed.), Yapısal eşitlik modellemesinin ilkeleri ve uygulaması içinde (ss. 7-24). Ankara: Nobel Yayıncılık.</mixed-citation>
                    </ref>
                                    <ref id="ref26">
                        <label>26</label>
                        <mixed-citation publication-type="journal">Kısa, Y. D., Aktan-Erciyes, A., Turan, E., &amp; Göksun, T. (2019). Parental use of spatial language and gestures in early childhood. British Journal of Developmental Psychology, 37(2), 149-167.</mixed-citation>
                    </ref>
                                    <ref id="ref27">
                        <label>27</label>
                        <mixed-citation publication-type="journal">Loewenstein, J., &amp; Gentner, D. (2005). Relational language and the development of relational mapping. Cognitive Psychology, 50, 315-353. http://dx.doi.org/10.1016/j.cogpsych.2004.09.004</mixed-citation>
                    </ref>
                                    <ref id="ref28">
                        <label>28</label>
                        <mixed-citation publication-type="journal">Mart, M., Alisinanoğlu, F., Kesicioğlu, O. S., &amp; Erşan, Ş. (2023). Okul öncesi dönem çocukların mekânda konumla ilgili kavramları kullanma düzeylerinin incelenmesi. FSM İlmi Araştırmalar İnsan ve Toplum Bilimleri Dergisi, (21), 479-503.</mixed-citation>
                    </ref>
                                    <ref id="ref29">
                        <label>29</label>
                        <mixed-citation publication-type="journal">NCTM (National Council of Teachers of Mathematics). (2000). Principles and standards for school mathematics. Indiana: Author.</mixed-citation>
                    </ref>
                                    <ref id="ref30">
                        <label>30</label>
                        <mixed-citation publication-type="journal">Newcombe, N. S., &amp; Shipley, T. F. (2015). Thinking about spatial thinking: New typology, new assessments. In J. S. Gero (Ed.), Studying visual and spatial reasoning for design creativity (pp. 179-192). Springer. http://dx.doi.org/10.1007/978-94-017-9297-4_10</mixed-citation>
                    </ref>
                                    <ref id="ref31">
                        <label>31</label>
                        <mixed-citation publication-type="journal">Öğütcen, A., Akman, B. ve Doğan, N. (2025). Erken Çocukluk Dönemi Uzamsal Algı Testi’nin geliştirilmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (64), 400-422.</mixed-citation>
                    </ref>
                                    <ref id="ref32">
                        <label>32</label>
                        <mixed-citation publication-type="journal">Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.</mixed-citation>
                    </ref>
                                    <ref id="ref33">
                        <label>33</label>
                        <mixed-citation publication-type="journal">Park, Y., &amp; Casasola, M. (2017). The impact of object type on the spatial analogies in Korean preschoolers. Cognitive Psychology, 94, 53-66.</mixed-citation>
                    </ref>
                                    <ref id="ref34">
                        <label>34</label>
                        <mixed-citation publication-type="journal">Polinsky, N., Perez, J., Grehl, M., &amp; McCrink, K. (2017). Encouraging spatial talk: Using children’s museums to bolster spatial reasoning. Mind, Brain, and Education, 11, 144-152. http://dx.doi.org/10 .1111/mbe.12145</mixed-citation>
                    </ref>
                                    <ref id="ref35">
                        <label>35</label>
                        <mixed-citation publication-type="journal">Pruden, S. M., Levine, S. C., &amp; Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14, 1417-1430. http://dx.doi.org/10.1111/j .1467-7687.2011.01088.x</mixed-citation>
                    </ref>
                                    <ref id="ref36">
                        <label>36</label>
                        <mixed-citation publication-type="journal">Tabachnick, B. G. ve Fidell, L. S. (2020). Çok değişkenli istatistiklerin kullanımı (M. Baloğlu, Çev.). Ankara: Nobel Yayıncılık.</mixed-citation>
                    </ref>
                                    <ref id="ref37">
                        <label>37</label>
                        <mixed-citation publication-type="journal">Velicer, W. F. &amp; Fava, J. L. (1998). Effects of variable and subject sampling on factor pattern recovery. Psychological Methods, 3(2), 231-251. https://doi.org/10.1037/1082-989X.3.2.231</mixed-citation>
                    </ref>
                                    <ref id="ref38">
                        <label>38</label>
                        <mixed-citation publication-type="journal">Verdine, B. N., Bunger, A., Athanasopoulou, A., Golinkoff, R. M., &amp; Hirsh-Pasek, K. (2017). Shape up: An eye-tracking study of preschoolers’ shape name processing and spatial development. Developmental Psychology, 53, 1869-1880. http://dx.doi.org/10.1037/dev0000384</mixed-citation>
                    </ref>
                                    <ref id="ref39">
                        <label>39</label>
                        <mixed-citation publication-type="journal">Verdine, B. N., Zimmermann, L., Foster, L., Marzouk, M. A., Golinkoff, R. M., Hirsh-Pasek, K., &amp; Newcombe, N. (2019). Effects of geometric toy design on parent-child interactions and spatial language. Early Childhood Research Quarterly, 46, 126-141.</mixed-citation>
                    </ref>
                            </ref-list>
                    </back>
    </article>
