Yazar "Beceren, Burcu Ozdemir" seçeneğine göre listele

Listeleniyor 1 - 4 / 4
  • [ X ]
    Öğe
    Description of psychosocial traits of preschool education teachers and investigation of correlations between these traits
    (Birlesik Dunya Yenilik Arastirma ve Yayıncilik Merkezi, 2020) Beceren, Burcu Ozdemir; Ozdemir, Atiye Adak
    The aim of this research was to describe the psychosocial traits of preschool teachers and to investigate the correlations between these traits. Designed according to the relational screening method, participants in this research comprised 102 teachers working in independent preschools and preschool classes linked to primary schools in Canakkale province. To collect psychosocial data, the research used a personal information form, semi-structured interview form, the Empathic Tendency Scale, Ways of Coping Questionnaire, Satisfaction with Life Scale, Burnout Measures–Short Form and Self-Efficacy Scale. Findings obtained in the research showed that having a model (teacher, friend and family) was more effective than other factors in preschool teachers choosing this profession. Nearly, half of the teachers (49%) stated they would choose preschool teaching again if they had the chance, while the remaining teachers stated they would choose a different area of teaching or a different profession (theology, engineering, medicine, etc.). © 2020. United World Center of Research Innovation and Publication. All rights reserved.
  • [ X ]
    Öğe
    Digital companions in early childhood education: a scoping review on the potential of chatbots for supporting social-emotional learning
    (Frontiers Media Sa, 2025) Beceren, Burcu Ozdemir; Saritas, Seda; Baydemir, Ceren
    Introduction: Artificial intelligence (AI)-powered chatbots are increasingly integrated into early childhood education; however, their contribution to children's social-emotional learning (SEL) has not been systematically synthesized. While evidence suggests that such technologies can support self-awareness, emotional regulation, and social interaction, research remains fragmented in terms of developmental appropriateness, ethical safeguards, and pedagogical alignment. This review addresses this gap by mapping the current state of knowledge on chatbot-supported SEL in early learning contexts. Methods: Following the PRISMA-ScR protocol, a comprehensive search was conducted across Scopus, Web of Science, ERIC, ScienceDirect, and SpringerLink for peer-reviewed studies published between January 2019 and March 2025. Inclusion criteria required studies to involve children aged 0-8, investigate chatbot-based interaction in educational settings, and examine at least one SEL domain. Data were charted and thematically synthesized according to research design, participant profile, technological features, and SEL competencies. Results: Of 205 records initially identified, 13 studies met the eligibility criteria. Most were published in 2023-2024 (76.9%). Nearly half employed experimental or intervention designs (46.2%), with smaller proportions focusing on design-based studies (30.8%), theoretical or ethical analyses (15.4%), and qualitative investigations (7.7%). Mapping against SEL domains indicated stronger emphasis on self-awareness and self-management (each 30.8%), with relatively limited coverage of social awareness (15.4%), relationship skills (15.4%), and responsible decision-making (23.1%). Frequently adopted technological affordances included natural language processing, emotion recognition, and multimodal interfaces, though adult mediation and long-term developmental effects were rarely addressed. Ethical considerations were also insufficiently examined. Discussion: The findings underscore the promise of AI-powered chatbots in advancing SEL during early childhood while highlighting significant gaps in empirical validation, theoretical grounding, and ethical responsibility. This review contributes a consolidated knowledge base to guide future research, pedagogical practice, and technology design, ensuring that chatbot applications in early learning environments are developmentally appropriate, ethically sound, and contextually meaningful.
  • [ X ]
    Öğe
    Evaluation of play from private and public pre-school children's point of view
    (Elsevier Science Bv, 2012) Ramazan, Oya; Ozdemir, Atiye Adak; Beceren, Burcu Ozdemir
    Play is an activity that has different formats during childhood and adulthood. Therefore, it is investigated in different ways by those who are responsible for transforming children into individuals ready for the society, such as researchers, teacher or families. Finding out a child's perception of play as someone who actively engages in it would provide important source of data for families, teachers and researchers. The purpose of this study is to evaluate pre-school children's views on play. The sample consists of 40 pre-school children between the ages of 5-6 attending a preschool educational institution. Structured interviews were conducted to obtain children's views on play. The most significant finding from the qualitative analysis of children's statements was that lack of play was perceived as a negative emotional state by children. In addition, it is worth noting that children stated to play more at school than at home.
  • [ X ]
    Öğe
    The evaluation of parents' views related to helping pre-school children gain some universal values
    (Elsevier Science Bv, 2011) Balat, Gulden Uyanik; Beceren, Burcu Ozdemir; Ozdemir, Atiye Adak
    Universal values continue their existence along individual's education lives beginning from pre-school period. A qualified pre-school curriculum shapes pre-school children's character, helps them improve their social and emotional skills, and gain them some social values as well as some other academic skills. This study aims to examine parents' views related to helping pre-school children aged between 5 and 6 years gain some universal values. The sampling of the study consists of the parents of 80 pre-school children. Universal Values Teaching Family Form, which was developed by the researchers was used as the instrument for data collection in the study. The results obtained with this study suggest that parents believe that teaching of universal values should start at preschool stage, and some of the universal values which are considered to have priority in teaching were suggested as; honesty, responsibility and respect.