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Öğe What Predicts Preschoolers' Math Skills? The Role of Paternal Education, Age, SES, and Preschool Attendance(Univ Granada, Fac Ciencias Educacion, 2025) Avcı, Kerem; Bedel, Emine FerdaThis study examined the mathematical abilities of preschool children aged 44 to 66 months, regarding variables such as gender, age, handedness, birth order, family socioeconomic status (SES), and preschool attendance. The sample comprised of 288 children attending public preschools. Data were collected using the Test of Early Mathematics Ability-Third Edition (TEMA-3) and a demographic questionnaire. Results indicated that maternal education level is a more powerful and statistically significant predictor of children's early-math abilities compared to paternal education. While higher paternal education is descriptively associated with higher math scores, this relationship does not acquire statistical significance. According to regression analysis age, SES, and preschool attendance significantly predicted mathematical ability. On the contrary, gender, birth order, and handedness were not among the significant predictors.Öğe Preschool teachers' practices and understandings of engaging children with autism: a qualitative study(Springernature, 2025) Kalkan, Sinan; Özbaşı, Durmuş; Erbaş, Esra; Arcagök, Serdar; Erbaş, Yahya HanThis study examines the arrangements preschool teachers make in the classroom to support the participation behaviors of children with autism and their knowledge about the types of participation. Using a holistic case study research design, 56 preschool teachers participated in this study, and data were collected through structured interview forms. The findings revealed that most teachers lacked knowledge about the types of participation of children with autism and typically developing children. Additionally, the strategies used by teachers to increase participation were often superficial and insufficient to support engagement behaviors in depth. The engagement of children with autism in learning activities tends to be functional and observational, with functional engagement involving active participation in structured tasks, while observational engagement entails observing peers or teachers. In contrast, typically developing children exhibit more complex engagement behaviors, such as social and integrated participation. These findings highlight the need for teachers to adopt strategies tailored to children's interests, reinforce engagement behaviors, and provide individual support. Furthermore, structured professional development programs focusing on practical strategies and reflective practices should be implemented. The study emphasizes the importance of bridging the gap between theoretical knowledge and classroom practice through effective training and support systems. By addressing these challenges, this study contributes to promoting more inclusive educational practices for children with autism globally.Öğe Stimulating growth parameters by magnetic field in irradiated with gamma radiation soybean varieties(Taylor & Francis Ltd, 2025) Özdinç, Name; Yalçın, Fehime SevilAll biological systems are affected by radiation and magnetic fields (MFs). This study investigated the effects of gamma radiation and magnetic field treatments, both separately and together, on the seedling percentage, length, and chlorophyll content in the M1(first generation of plants) generation of Defiance, General, and Iraquois soybean cultivars. A magnetic field (MF) with a flux density of 3.8-4.8 mT was applied to the seeds of three soybean cultivars at a speed of 1 m/s for 2.2 s (1 time MF), 6.6 s (3 times MF), and 19.8 s (9 times MF). Additionally, 200 and 250 Gy gamma radiation were applied combined with a magnetic field (200, 250 Gy + MF). The treated seeds were grown in a greenhouse under controlled conditions, and each treatment was repeated three times using a randomised block design. On the 14th day, the seedling emergence percentage, seedling height, and chlorophyll content of seedlings were determined. ANOVA, Tukey, and Kruskal–Wallis tests were used for statistical analysis of the obtained data. The results showed that magnetic fields positively affected germination in Defiance and General; radiation generally reduced growth, but the combination of treatments affected seedling growth and chlorophyll content, with effects varying depending on dose and variety.Öğe Translating inclusion: a relational framework of inclusive education in international contexts(Taylor & Francis Ltd, 2025) Williamson, Robert L.; Alodat, Ali Musleh; Aldabaibeh, Alhanof; Alkharouf, Reem; Çetin, Barış; Koishigulova, Lyailya; Mukhanbetzhanova, AkmaralDespite shared international agreements defining inclusive education, the term remains contextualised within diverse worldwide contexts. This presented barriers to a team of researchers seeking to conduct international comparative studies involving this topic. Therefore, this team of interdisciplinary international researchers employed double-sided explorative techniques based on the work of Korsgaard, Larsen, and Wiberg (2020) to formulate an updated relational framework. Beginning with a social-biological axis, this update adds a flexible-systemic and relational-contextual axis to form a more complete framework with which to relationally position different international perceptions and systems influencing inclusive education. This resulting framework is not intended to serve as a measure of quality towards a singular goal of inclusive education, but rather it is intended to facilitate a non-judgemental, relational positioning of differing concepts and practices of inclusive education to contextualise comparative international understanding. Further, the framework is designed to aid in the observation and analysis of nuanced and multifaceted aspects of inclusive education in its diverse forms within and between diverse international contexts.Öğe Quantum Entanglements, Diffractive Readings: Montage and Meaning-Making in Qualitative Research(Sage Publications Inc, 2025) Riedler, Martina; Eryaman, Mustafa YunusThis article engages with the burgeoning field of post-qualitative inquiry to operationalize the work of Karen Barad, exploring how concepts from quantum physics can inform tangible research methodologies. Addressing the gap between Barad's abstract onto-epistemology and research practice, the paper demonstrates how montage can be used as a practical technique for enacting a diffractive, post-qualitative inquiry. Methodologically, the paper performs the approach it advocates, presenting a diffractive reading of existing qualitative studies that use montage. By reading these examples through Barad's agential realism, the authors illustrate how montage can be re-conceptualized as a research apparatus. The article provides practical guidance for researchers, framing the steps of diffractive montage not as a representational procedure but as an onto-epistemological practice of world-making. Finally, while considering the limitations of this approach, the authors argue that a quantum-inspired, diffractive methodology offers potent tools for engaging with the complexities of socio-material phenomena in an ethically responsive way.Öğe The Evolving Landscape of Qualitative Research: Exploring the Potential and Navigating the Challenges of Artificial Intelligence(Sage Publications Inc, 2025) Eryaman, Mustafa YunusThe emergence of generative artificial intelligence (AI) presents a transformative moment for qualitative research, offering profound opportunities for enhancing the scale and efficiency of analysis while raising critical questions about methodological integrity, ethics, and the role of the researcher. This editorial introduces a special collection of papers that collectively map this nascent and dynamic landscape. Moving beyond speculation, the collection provides tangible methods, critical reflections, and robust frameworks for integrating AI into qualitative inquiry. The papers explore four key areas: the development of practical, AI-augmented methodological roadmaps for tasks like thematic analysis; the nuanced experience of the human-AI collaboration in both data analysis and collection; the urgent need for ethical and epistemological guardrails to guide responsible use; and novel applications of AI in the service of meta-research. A clear consensus emerges from this collection: the future of qualitative research with AI is not one of replacement, but of thoughtful and critical augmentation. The qualitative researcher—with their capacity for deep interpretation, ethical judgment, and reflexive engagement—remains indispensable. This special issue provides a foundational dialogue for a community navigating this new frontier, aiming to harness the computational power of AI without sacrificing the humanistic depth that defines the discipline.Öğe Examination of the relationship between aggression impulse levels and family perception in 7-9-year-old children through projective tests(Unesp-Faculdade Ciencias & Letras, 2025) Akgül, Hanife; Yıldırım, Gülşah; Güven, SibelThis study aims to examine the relationship between the aggression impulse levels of 7-9-year-old children and their family perceptions through projective tests. In this mixed-method study, the Draw a Picture of Cactus Test was applied to 55 students during the quantitative stage, and then qualitative data were collected by running the Family Drawing Test with 12 children determined through extreme case sampling. The findings showed that children with low levels of aggression portrayed their families as affectionate and supportive, whereas children with high levels of aggression portrayed their families as emotionally distant and deficient. The results indicated that the aggressive behaviours displayed by the children were not only closely correlated with individual factors but also with family dynamics and the children's attachment experiences. Projective tests can be an important early diagnosis and intervention tool, especially for teachers and school counselling units that work with primary school students.Öğe Digital companions in early childhood education: a scoping review on the potential of chatbots for supporting social-emotional learning(Frontiers Media Sa, 2025) Özdemir Beceren, Burcu; Sarıtaş, Seda; Baydemir, CerenIntroduction: 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.Öğe A Comparative Analysis of Academic Entrepreneurship Research: The Cases of Bulgaria, Malta, and Turkey(Mdpi, 2025) Angelova, Mina Nikolaeva; Pastarmadzhieva, Daniela Dobreva; Raykov, Milosh; Eryaman, Mustafa Yunus; Riedler, MartinaEntrepreneurship development strategies are crucial for translating academic potential into economic and societal value. To achieve this, educational institutions must understand the factors influencing students' entrepreneurial intentions. While research on academic entrepreneurship exists, comparative studies that explore these factors across different national contexts are scarce. This study addresses this gap through a comparative analysis of student entrepreneurship in Bulgaria, Malta, and Turkey, investigating key factors, such as attitudes toward entrepreneurship (ATE), the role of entrepreneurship education (EEdu), and entrepreneurial inspirations. Based on 415 survey responses collected between April and June 2024, hypothesized relationships were tested using appropriate bivariate statistical analyses. The results indicate that a positive evaluation of running one's own business significantly increases entrepreneurial intentions, particularly when the business is perceived as safe, realistic, pleasant, and strong. The university's role is pivotal: students largely relied on institutional support for their business initiatives; showed a strong preference for practical, hands-on educational methods; and identified a lack of entrepreneurship education as a key obstacle. A family background with entrepreneurial parents also positively influenced students' preference for running their own businesses. Interestingly, the findings challenge a simple dichotomy between employment and entrepreneurship. A preference for full-time employment did not diminish entrepreneurial intentions, suggesting students may view these career paths as complementary or sequential. Conversely, preferences for part-time or self-employment did not have a significant positive impact on entrepreneurial initiatives. These findings underscore the need for universities to provide tailored, practical support and to recognize the complex and non-linear career trajectories envisioned by modern students.Öğe Sınıf Öğretmenlerinin Farklılaştırılmış Öğretime İlişkin Öz Değerlendirmeleri: Bir Q Metod Çalışması(Pamukkale Üniversitesi, 2025) Okdaş, Kaan; Esen Aygün, HanifeBu çalışmanın amacı sınıf öğretmenlerinin farklılaştırılmış öğretime ilişkin sınıf içi uygulamalarına dair öz değerlendirmelerinin incelenmesidir. Bu amaç doğrultusunda araştırma modeli olarak Q Metodu benimsenmiştir. Q Metodu katılımcıların kendisine sunulan ifadeleri pozitif ve negatif uçları olan bir dizgiye dizmelerine dayanır. Ayrıca, katılımcılardan, dizginin pozitif ve negatif uçlara yerleştirdikleri ifadelerin, yerleşim nedenlerini yazılı olarak açıklamaları istenmiştir. Araştırmanın çalışma grubu 2022-2023 Akademik Yılı Bahar Dönemi itibarıyla sınıf öğretmeni olarak görev yapan 53 sınıf öğretmeninden oluşmaktadır. Verilerin analizi, Q Metodu için geliştirilmiş bir web uygulaması olan Ken-Q Analysis ile gerçekleştirilmiştir. Araştırma sonuçlarına göre araştırmaya katılan sınıf öğretmenlerinin öğretimin farklılaştırılmasına ilişkin olarak; “sınıf ve öğretmen odaklı”, “yetkinlik odaklı” ve “gelenek odaklı” olmak üzere üç bakış açısına sahip oldukları belirlenmiştir.Öğe The Soft Skills Scale for Parents (SSS-P): A Validity and Reliability Study(Turkish Psychological Counseling and Guidance Association, 2025) Esen-Aygün, Hanife; Zeren, Şerife Gonca; Aşıkcan, Mehmet; Korkmaz, HilalSoft skills are an important concept that includes interpersonal skills, academic skills, and emotional control, which determine the approach to many of life’s events. It is shaped by experiences acquired during childhood. Therefore, as the people who influence a child the most, parents' soft skills can determine both their own and their children's attitudes toward life. The few existing scales that focus on adults' soft skills are generally limited to domains such as business, engineering, health, and higher education. Therefore, the psychometric properties of a scale designed to assess parents' soft skills were examined. In the Study I, four hundred and twenty-three parents living in Çanakkale, Türkiye, participated in the exploratory factor analysis (EFA). The EFA revealed that the scale consisted of twenty-four items with factor loadings greater than .40, forming five factors: academic expectations, interpersonal relationships, academic skills, emotional control, and cooperation. In the Study 2, two hundred and twenty-six parents living in Çanakkale, Türkiye, participated in the confirmatory factor analysis (CFA). As a result of the CFA the goodness of fit indices were calculated as χ2/df = 3.38, RMSEA = 0.08, GFI = 0.92, AGFI = 0.91, TLI = 0.90 and CFI = 0.86. In Study 3, sixty-one parents participated in the test-retest phase. A correlation coefficient of 0.706 was calculated between the test-retest data, demonstrating a statistically significant correlation between the two administrations. The SSS-P is the first scale to determine parental soft skills. Analyses conducted to examine the psychometric properties demonstrated that the scale is valid and reliable in measuring parents’ soft skills. This scale will provide parents with an opportunity to better understand and develop themselves in areas such as improving family communication, recognizing the stress and challenges involved in raising children, and adopting a supportive role in their children's education. Additionally, it will serve as a valuable tool for researchers seeking to assess parental soft skills in the context of strengthening social communication. The scale can be used by researchers, teachers, and parents interested in evaluating parents' soft skill levels.Öğe A study of teacher practices in supporting the information processing of children with intellectual disabilities(Düzce University, 2025) Özbaşı, Durmuş; Kalkan, Sinan; Arcagök, Serdar; Erbaş, Yahya Han; Erdamar, F. Selim; Mertol, HüseyinInformation processing in children with intellectual disabilities is crucial for understanding their cognitive development, recognizing their deficits in learning information and individualizing educational programs. The aim of this study was to explore the implementation experiences of special education teachers and elementary school teachers working with children with intellectual disabilities in relation to information processing, and to determine what kind of adaptations/regulations they have made to support information processing for these children. To this end, a generic design, one of the qualitative research designs, was used in the study. The study group comprised 61 teachers, including 32 special education teachers and 29 elementary school teachers. The data were collected using an interview technique and content analysis was used to analyze the data. The findings show that teachers working in both educational settings (special education teachers and elementary school teachers) have inadequate knowledge of information processing, and moreover, teachers in both groups do not make accommodations for information processing activities that are extremely important for children with intellectual disabilities. Therefore, teachers need to make pedagogical, physical and equipment-related accommodations to help improve the information processing work of children with intellectual disabilities.Öğe Exploring preschool teachers’ perspectives on social and emotional learning in early childhood: A qualitative inquiry(Düzce University, 2025) Özdemir Beceren, Burcu; Baydemir, Ceren; Ari-Arat, CerenThis study aimed to explore preschool teachers’ knowledge, perceptions, and classroom practices regarding social-emotional learning in early childhood education settings. The study was designed as a qualitative research study with a phenomenological approach and focused on the lived experiences of 10 preschool teachers working with children aged 3–6 in Çanakkale. Participants were selected through purposive and maximum variation sampling. Data were collected using semi-structured interviews and demographic forms. The interview questions were developed based on a literature review and expert feedback. Data were analyzed using both inductive and deductive content analysis techniques. Themes and sub-themes were formed collaboratively by the researchers. The findings revealed that preschool teachers define SEL mainly through themes such as social-emotional skills, learning methods, and peer education. Communication and empathy were emphasized as key components of SEL. Teachers' responses focused on specific aspects such as social-emotional skills, peer education and learning methods, and reflected a limited understanding of the broader and complex nature of SEL. Play-based learning and learning through role models were the most frequently mentioned methods. Peer education was also identified as a valuable tool in promoting SEL. Teachers expressed the need for more support and training in implementing SEL effectively. Preschool teachers recognize the importance of SEL and apply a variety of strategies in their classrooms. However, their understanding and practices vary depending on their experience and training. This study highlights the need for structured SEL training programs to enhance teachers’ skills and promote more consistent and effective SEL practices in early childhood education.Öğe MÜZİK EĞİTİMİNDE YAPAY ZEKÂ UYGULAMALARI KONUSUNDA YAPILMIŞ ARAŞTIRMALARIN BİBLİYOMETRİK ANALİZİ(2025) Arcagök, Serdar; Bilgen, Zehra; Gökden Kaya, Nisa; Temel, FirdevsTeknolojinin çok hızlı gelişmesi ile yapay zekâ hayatımızın her alanına etki etmektedir. Yapay zekânın kullanıldığı alanlardan biri de eğitimdir. Eğitime yapay zekanın entegre edilmesi, eğitim ortamını zenginleştirerek öğrenmeyi keyifli hale getirmektedir. Aynı zamanda öğrencilerin ilgi ve motivasyonlarını arttırmaktadır. Müzik eğitiminde yapay zekâ uygulamaları, öğrencilerin gereksinimlerine uygun öğretim ortamları oluşturma, uygun müzik eserleri bulup çalma ve yeni şarkılar oluşturma amacıyla kullanılabilmektedir. Ayrıca enstrüman çalma, performans değerlendirme ve geri bildirim vermede yapay zekadan yararlanılabilmektedir. Bu bağlamda müzik eğitimde yapay zekâ uygulamalarının hem etkili öğrenmeye katkı sağladığı hem de öğretmenin işlerini kolaylaştırdığı söylenebilir. Bu araştırma, bibliyometrik haritalama analizi yoluyla müzik eğitimi alanında yapay zekâ üzerine yapılan araştırmaların eğilimlerini sistematik bir çerçevede incelemeyi amaçlamaktadır. Böylece, müzik eğitimi alanındaki kavramsal yapı ve entelektüel bağlantıları görselleştirerek yapay zekânın müzik eğitimi araştırmalarında nasıl yer edindiğine dair kapsamlı bir genel bakış sunmayı hedeflemektedir. Bibliyometrik haritalama sürecinde büyük veri kümelerinin görselleştirilmesi ve analiz edilmesi için Web of Science ile entegre yazılım olan Vosviewer kullanılmıştır. Araştırma kriterlerine uygun olan bilimsel makaleler, yayınlandığı yıl, yapıldığı ülke, yazarları, alıntı performansı, sık kullanılan anahtar sözcükler ve özetlerinde en sık kullanılan terimler açısından incelenmiştir. Elde edilen veriler, alan yazında yer alan araştırma sonuçları ışığında tartışılmıştır.Öğe Sınıf Eğitimi Alanında Gerçekleştirilen Doktora Tezlerinin Öneriler Bölümünün Betimsel Analizi(Yıldız Teknik Üniversitesi, 2024) Çınar, Tansu; Açar, Seçil; Sarıalai, Anıl Doğukan; Demir, Mehmet Kaan; Şahin Taşkın, ÇiğdemBu çalışmada, Sınıf Eğitimi alanında hazırlanan doktora tezlerinin öneriler bölümünü çeşitli değişkenler açısından incelemek amaçlanmıştır. Araştırmada, 2005-2023 yılları arasında 17 farklı üniversitede hazırlanan 398 doktora tezinden elde edilen 4.653 öneri incelenmiştir. Öneriler, araştırmacılar tarafından geliştirilen "Tez-Öneri Değerlendirme Formu" kullanılarak değerlendirilmiştir. Betimsel analiz kullanılarak elde edilen sonuçlar tablolar halinde düzenlenmiştir. Bulgular, Gazi Üniversitesinde hazırlanan tezlerin en yüksek öneri sayısına sahip olduğunu göstermektedir. Tezlerde en çok gelecekte yapılacak araştırmalar için önerilerde bulunulurken yürütülen araştırmanın sınırlılıklarına yönelik önerilerin, incelenen kriterler açısından en az sayıda öneride bulunulan kategori olduğu görülmektedir. Bulgularda, MEB en fazla öneri alan yetkili kurum olarak öne çıkmaktadır. Öğretmenlerin ise en fazla öneri sunulan grup olduğu görülmüştür. Tez başına düşen öneri sayısı genellikle 6 ile 10 arasındadır. İncelenen tezlerin çoğunda öneriler bölümünün araştırmacılar tarafından hazırlanan formda yer alan kriterlerin tamamını içermediği görülmüştürÖğe UNDERSTANDING AND SUPPORTING SPECIAL EDUCATION: EXPERIENCES OF SCHOOL ADMINISTRATORS(Centro Univ La Salle-Rj, 2024) Çil, Gürkan; Kırat, Emel; Aydın, Sevcan; Güven, BülentThis study aims to determine school administrators' attitudes toward special education, their level of knowledge, their collaboration experiences, and their in-service training needs. The study group of the research, which was conducted with a case study based on qualitative research methods, consisted of eight school administrators who served in public schools in the academic year of 2022-2023. Five themes were identified by analyzing the data obtained through the interview technique. The results of the study revealed that the school administrators described individuals with special needs as individuals who differ from their peers in certain areas and need special attention and education. The school administrators considered themselves inadequate in the field of special education. In the collaboration theme, they emphasized the significance of family collaboration but indicated that they were not supported as needed. Moreover, the administrators needed in-service trainings and seminars. Consequently, the role of administrators in special education has a direct impact on the education and development of students with special needs. They should have a broad accumulation of knowledge, exhibit strong leadership skills and act with an empathetic approach. In this sense, it is expected that the organization of in-service trainings and seminars will enhance the quality of special education services by improving the knowledge and skills of administrators.Öğe Validity and Reliability Study of 4-5-Year-Old Empathy Skills Scale(Cukurova Univ, 2024) Ata Doğan, Selda; Esen Çoban, Aysel; Güney Karaman, NeslihanIn this study, it was aimed to develop a valid and reliable measurement tool to evaluate the cognitive, affective, and behavioral sub-dimensions of empathy skills of 45-year-old children. The study group of this research, which was conducted using the survey model, consisted of 210 children in the 4-5 age group. Data were obtained through snowball sampling by conducting one-to-one interviews with children on an online platform. SPSS22 and R software were used for data analysis. Inter-rater reliability was analyzed using Kappa statistic, reliability was analyzed using Cronbach's Alpha, and the relationships between dimensions were analyzed using Pearson correlation tests. The Multifaceted Rasch model was used for scale validity and the fit indices of the scale items were analyzed. For criterion validity, the Emotional Perspective Taking sub-dimension of the Perspective Taking Test for Children was used. The internal consistency coefficients for the sub-dimensions of the scale were 0.885 for the cognitive dimension, 0.889 for the affective dimension, and 0.837 for the behavioral dimension. As a result of the study, it was revealed that 4-5-Year-Old Empathy Skills Scale is a valid and reliable tool for measuring children's empathy skills and their cognitive, affective, and behavioral sub-dimensions.Öğe School-Assisted Family Communication: A Study on Parent-Child Relationships(Inst Fed Education, Science & Technology Of Goias, Campus Inhumas, 2024) Kırat, Emel; Akgül, Hanife; Güven, Bülent; Çil, Gürkan; Acar, Gülümser; Güven, SibelThis study aims to examine parent-child relationships within the context of school-family collaboration. In the study, which was conducted with the case study design-one of the qualitative research methods-the opinions of seven parents of students receiving education in public primary schools in the 2023-2024 academic year were sought. The opinions obtained through focus group interview method were analyzed using descriptive analysis technique. When the findings were analyzed, the effect of positive communication in terms of parent-child communication styles drew attention. It was concluded that the effective approaches followed in the dimensions of effective listening and empathy contribute to children's roles in the communication process. While differences in daily communication routines based on needs were noteworthy, cases, where communication was interrupted, stood out with expressions of responsibility. The results achieved for privacy perceptions for school and family showed that this issue was taken into consideration based on parents, but children differed in terms of their different developmental characteristics. While expressions of approval or question were among the words that children frequently repeated, positive, approach-based communication was one of the important elements that will strengthen this process.Öğe Augmented RealityTechnology- Mediated Activity Plan Suggestion for Developing Preschoolers' Social Problem-Solving Skills(Fac Teacher Education, 2024) Kanbur, Bilge Nur; Arcagök, SerdarThe main purpose of the study is to design augmented reality supported activity plans to improve the social problem-solving skills of preschool children and to have the designed activity plans evaluated by the relevant field experts. The sequential explanatory pattern from the mixed research model was used in the research. For this purpose, the study group of the research consists of lecturers and field experts who have expertise in Preschool Education, Child Development, Social-Emotional Learning, Computer and Instructional Technologies Education, working at various universities in Turkey in the academic year 2021-2022, as well as preschool teachers, psychological counseling and guidance teachers, computer and instructional technology teachers working in institutions affiliated to the Directorate of National Education, primarily master degree preschool teachers who have experience preschool institutions. While the demographic information about the study group was obtained through the Personal Information Form applied to the study group, the quantitative data of the research were collected with the Augmented Reality Supported Activity Plans Evaluation Form for Developing Preschool Children's Social Problem-Solving Skills and the qualitative data of the research were collected with the Semi-structured Individual Interview Form. Quantitative data of the study were analyzed with the Multi-Facet Rasch Analysis Model. The qualitative data of the research were interpreted by applying content analysis. In line with the research findings, it was determined that the content validity yardstick of the evaluation form was .29 and the content validity index was .87. In this context, it was determined that the evaluation provided by the raters (field experts) make a statistically significant difference. It was found that the reliability coefficient of the jury'scoring performance was 0.93, and according to this reliability value, the jury performed their scoring with a high reliability scoring value. It was seen that the reliability coefficient for the criteria in which the activity plans were evaluated was .84, and according to this finding, the evaluation form criteria had a good level of reliability. As a result of the analyses conducted, the raters concluded: M8 - Children can use augmented reality technology without adult guidance. The easiest yardstick was Visual stimuli were included through the augmented reality application in M13- Activity processes. In line with the quantitative data obtained, the three weakest and three strongest criteria of the evaluation form were interpreted by taking into consideration the opinions of 10 most strict and 10 most generous jury members.Öğe Enhancing socio-emotional learning and mental health through computational thinking: a cross-cultural analysis of the COMPUSEL programme(Frontiers Media Sa, 2025) Candeias, Adelinda; Felix, Adriana; Dumitrache, Anisoara; Almasan, Beatrice; Gencel, İlke Evin; Zadworna, Magdalena; Kossakowska, Karolina; Şahin, Çavuş; Şahin Taşkın, ÇiğdemPurpose The COMPUSEL curriculum is designed to enhance primary school students' five core Socio-emotional (SEL) competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) and mental health by incorporating computational thinking. This study evaluates the curriculum's impact across five European countries (Greece, Poland, Portugal, Romania, and Turkey), analyzing cultural differences in its implementation.Methodology A quasi-experimental research design was employed to examine the curriculum's impact. The piloting process included a training seminar for teachers, after which a volunteer teacher was selected to implement the curriculum. The curriculum featured digital stories and a comprehensive guide for teachers, which outlines the COMPUSEL learning model and provides guidance for effective implementation. Data were collected from 113 students through pre-test and post-test evaluations, without the use of a control group.Findings The findings revealed statistically significant differences across all dimensions in Greece, Turkey, and Poland. In Portugal, significant differences were noted in four dimensions, with the exception of responsible decision-making. Conversely, no statistically significant differences were observed in any dimension in Romania.Conclusion The COMPUSEL project's curriculum is designed to streamline planning and offer flexible models that promote sustainable education, catering to diverse student needs. By integrating digital storytelling and computational thinking into SEL, the curriculum provides a holistic approach that equips students with essential 21st-century life skills. The study also highlighted the varied cultural effects on the curriculum's implementation across different countries. These cultural variations may have influenced the demonstration of the curriculum's overall effectiveness, yet the research confirms that the COMPUSEL curriculum is effective in most participating countries.
