Theory and Practice in Child Development

Teachers' and Parents' Views on the Reflections of the 2024 Turkey Century Education Model on the Preschool Education Process, Family Participation Practices, School Climate, and the Innovations it Brings

Cansel Geyik — 2026-06-22

The purpose of this study is to examine the reflections of the implementation of the Turkey Century Education Model in preschool education on the educational process, family participation practices, and school climate based on the experiences of teachers and parents, and to reveal the general opinions and evaluations of teachers and parents regarding the model. In this study, the phenomenology design, one of the qualitative research designs, was used. The sample for the study was determined using purposive sampling from preschool education institutions in the Gaziantep city center where the Turkey Century Education Model is implemented. The research, which ensured diversity by selecting participants from different socioeconomic regions, was conducted with 15 preschool teachers and 15 parents. Research data were collected using a "Semi-Structured Interview Form." The collected data were analyzed using content analysis techniques. According to the research results, the activity contents implemented within the scope of the model are supportive of children's skills, national culture, and values, and in this context, children's development is progressing positively. It was stated that the model is quite functional in terms of family participation and that active participation is ensured in this context. However, the parents and teachers who participated in the research stated that their knowledge and skills regarding the model were insufficient.

Evaluation of Preschool Education Programs in Terms of Health and Physical Development Domains

Enise Küçük — 2026-06-22

This study aims to compare and examine the learning outcomes and indicators related to health and physical development in the 2018 Preschool Education Program of the Ministry of National Education of the Turkish Republic of Northern Cyprus and the Preschool Education Program of the Ministry of National Education of the Republic of Türkiye. A qualitative research method, namely document analysis, was employed. Data were collected using a specially developed "Learning Outcome and Indicator Comparison Form," and analyzed through descriptive analysis. Both programs highlight the significance of the health and physical development learning area. Recognizing that children in the preschool period require movement and play for their development, these programs encourage active participation in schools through planned activities. The preschool education program implemented in Northern Cyprus includes 9 distinct learning outcomes and 39 indicators in the health and physical development domain. In comparison, Türkiye’s current preschool education program includes 23 learning outcomes and 159 indicators under the same domain. The study identifies similarities and differences between the two countries’ outcomes and indicators. The TRNC program tends to focus more on behaviors and habits related to developmental domains, while Türkiye’s program emphasizes anticipated actions. Moreover, Türkiye’s indicators are found to be more detailed and specific, whereas the TRNC indicators remain more general. Based on these findings, it is recommended to increase studies related to the health and physical development domain in preschool education programs.

Investigation of Preschool Education and Child Development Undergraduate Students' Thoughts on Play

Zehra Fırat — 2026-06-22

This study was conducted to reveal the thoughts of 2nd-year students studying in preschool teaching and child development undergraduate programs about plays. A case study, one of the qualitative research designs, was used in the study. 72 students, 41 from preschool teaching and 31 from child development undergraduate programs, participated in the study. The thoughts of undergraduate students about plays were collected with the help of a semi-structured interview form prepared by the researcher. Students were asked questions about what plays are, why children play, what they provide to children, the role of plays in education, factors affecting plays and negative aspects of plays. The study was designed as a qualitative case study. Data were collected through a semi-structured interview form with open-ended questions and analyzed using content analysis. According to the results of the study, undergraduate students defined plays as fun and a teaching tool. In addition, they emphasized that children play to express themselves. They stated that plays support children's developmental areas. They stated that permanent learning can be achieved by using plays in education, but educators should make appropriate preparations in planning and implementation. They emphasized that the main affecting factors plays are the environment and the content and type of plays. Undergraduate students stated that children playing digital games too much can cause addiction and that this situation can be a negative aspect of plays. The results were discussed within the framework of the literature and suggestions were made.

Exploring Young Minds: Metaphorical Conceptualizations of Core Values among Primary School Students

Derya Kayıran — 2026-06-22

Values education plays a central role in the formation of moral character during primary schooling; however, limited research has examined how children cognitively conceptualize core human values in early educational settings. This study investigates how primary school students metaphorically represent the ten core values defined in the Turkish national curriculum justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, and benevolence. The research employed a qualitative design based on metaphor analysis. Data were collected using open-ended prompts inviting students to explain each value through metaphorical expressions, and the responses were analyzed through a systematic procedure including metaphor identification, source-domain coding, thematic categorization, inter-rater reliability checks, and the use of representative quotations to illustrate conceptual patterns. The findings reveal that children predominantly interpret values through concrete, observable behaviors embedded in everyday social interactions. Relationship-oriented values such as love, friendship, and respect were largely grounded in family-centered and interpersonal metaphors, whereas self-regulatory moral values such as responsibility, self-control, patience, and honesty were primarily expressed through metaphors related to behavioral regulation and everyday duties. Patriotism was conceptualized mainly as emotional attachment to national symbols rather than as active civic engagement, reflecting an affective orientation toward national belonging. Overall, the results suggest that during primary education, values are not yet internalized as abstract moral frameworks but are constructed cognitively through lived experiences, relational contexts, and socially modeled behaviors. By revealing how children interpret values through metaphorical thinking, this study contributes to the literature on values education and highlights the importance of experiential and socio-emotional pedagogical approaches that align with children’s developmental characteristics.

From Theory to Design: Developing a Multicultural Education Teacher Training Framework

Hazal Begüm Ünal — 2026-06-22

Multicultural education has become an essential dimension of teacher education in response to increasing cultural, linguistic, and social diversity in early childhood settings. Despite this growing emphasis, existing professional development programs frequently remain at a conceptual level and provide limited guidance on how multicultural principles can be translated into pedagogical practice. Addressing this gap, the study examines the development process of multicultural teacher training program from a methodological perspective rather than focusing on outcome-based effectiveness. The study was designed as a qualitative case study to explore teachers’ professional development needs within their natural educational context and to document how these needs informed the systematic construction of a professional development program. The iterative refinement of the program, which was structured in accordance with the Taba–Tyler program development model and aligned with the Revised Bloom’s Taxonomy to ensure coherence between objectives, content, and learning activities. The program consists of eight sessions delivered over five days and integrates theoretical foundations of multicultural education with interactive, reflective, and practice-oriented learning experiences. Emphasizing teacher voice, contextual relevance, and peer learning, the program addresses not only cultural diversity but also critical reflection, communication, family engagement, and inclusive pedagogical practices. This study contributes to the literature by demonstrating how needs analysis can function as a central methodological mechanism in program development and by offering a transparent example of designing context-responsive professional development in early childhood multicultural education.

An Analysis of My Neighbor Totoro from a Developmental Perspective

Ayşen Yalın Kotan — 2026-06-22

This study aimed to examine the developmental themes represented in My Neighbor Totoro (1988) from a child development perspective and to interpret these themes in relation to contemporary developmental literature. The study was designed as a qualitative document analysis. Hayao Miyazaki’s animated film My Neighbor Totoro was treated as the primary document, and selected scenes were analyzed through content analysis. The film was viewed repeatedly, scene-based transcripts were prepared with time codes, and the data were coded through pre-coding, open coding, and axial coding procedures. As a result of the analysis, four main themes were identified: imaginary companions and coping, sibling relationships and emotional support, nature, play, and learning, and parental sensitivity and secure attachment. The findings indicated that the character of Totoro functions as a symbolic resource that supports children’s coping with anxiety, uncertainty, and stress. In addition, the sibling relationship between Satsuki and Mei was found to represent an important source of emotional support and resilience. The film also highlights the developmental value of nature-based play, creativity, and exploration, while the father figure reflects a sensitive parenting model that validates children’s subjective experiences and supports secure attachment. Overall, the study suggests that My Neighbor Totoro is not merely an entertainment product but also a rich cultural text that reflects children’s emotional, social, and cognitive developmental processes. These findings underline the importance of evaluating high-quality animated films as meaningful tools for emotional literacy, media literacy, and child development research.

Examining the Use of Technological Tools by Children Between the Ages of Zero and Three, Based on Parental Views*

Çağla Alemdar — 2026-06-22

Technology has an important place in the lives of individuals and is also present in the lives of children from an early age. The use of technological tools, especially in early childhood can have a profound effect on children's developmental processes. The aim of the study is to examine the use of technological devices by children between the ages of zero and three based on parental views. The study, based on the descriptive research model, was conducted with parents who live in Turkey, have a social media or e-mail account, and have children between the ages of zero and three. The sample was determined using the snowball sampling method. Data from 310 parents who volunteered to participate in the study, had children between 0-36 months old, and answered all the questions in the data collection tool were evaluated. In the study, data were collected online via Google Form prepared by the researchers and analyzed using descriptive analysis and chi-square test. According to the research results, the most frequently used technological device by parents is the smartphone, followed by television, computers and tablets. It was also determined that parents give technological devices to their children most often when feeding them or doing work. According to parents' opinions, the technological devices most frequently used by children are smartphones, followed by television and tablets. The research shows that increasing parental awareness regarding the balanced and conscious use of technology is important in supporting the healthy development of children from an early age.

Preservice Preschool Teachers’ Mathematics Activity Plans and Their Views on the Planning Process

Aylin Sop — 2026-06-22

This study examines the consistency between preservice preschool teachers’ views on planning mathematics activities and the activity plans they prepare. The study was conducted with 42 preservice teachers enrolled in a preschool education program at a public university in the Western Mediterranean region of Türkiye. Data were collected through semi-structured interviews and an examination of the participants' mathematics activity plans. The findings show that preservice teachers generally found the planning process enjoyable and instructive, though they experienced difficulties at certain stages. An analysis of the activity plans revealed that they frequently incorporated concrete materials, hands-on learning, and child-centered approaches. However, the range of mathematical content was limited, and the assessment components of the plans were not sufficiently elaborated. These findings suggest that teacher education programs should provide more opportunities for practice-based learning and offer stronger guidance, particularly in developing assessment processes within mathematics activity planning.

Preschool Teachers’ Sustainability Literacy and Perspectives on Education for Sustainability: A Mixed Methods Study

Merve Rabia Gül — 2026-06-22

This explanatory mixed-methods study investigated preschool teachers’ sustainability literacy and perspectives on Education for Sustainability (EfS). The quantitative phase involved 197 preschool teachers. Data were collected through a Sustainability Literacy Survey assessing sustainable development knowledge, attitudes, and EfS practices, together with questions on professional background and school conditions. The qualitative phase included semi-structured interviews with nine teachers selected purposively to represent variation in practice levels. Quantitative data were analyzed using descriptive statistics, difference tests, correlation, and regression analyses, while qualitative data were analyzed through qualitative content analysis. Quantitative findings showed that teachers’ knowledge, attitudes, and practices were generally at a moderate level. Environmental and economic practices were reported somewhat more frequently than social practices. Most teachers had not received prior training in sustainability, and social media was the most frequently reported information source. Correlations among knowledge, attitudes, and total practice scores were low and non-significant, and neither knowledge nor attitudes significantly predicted reported practices. The qualitative findings helped explain these results by showing that teachers with stronger practices tended to define sustainability more holistically and embed it in everyday classroom routines, whereas others approached it more narrowly through environmental themes and occasional activities. Overall, the findings suggest that strengthening EfS in preschool settings requires not only awareness, but also institutional support, adequate resources, and professional development opportunities.