Yazar "Canaslan-Akyar, Begum" seçeneğine göre listele

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    Playfulness of early childhood teachers and their views in supporting playfulness
    (Routledge Journals, Taylor & Francis Ltd, 2022) Canaslan-Akyar, Begum; Sevimli-Celik, Serap
    This study examined Turkish early childhood teachers' playfulness and their support of playfulness in classrooms. An explanatory mixed method design was utilised with a convenience sample of 485 teachers in the quantitative portion and 20 teachers in the qualitative portion. The quantitative data was collected through the Adult Playfulness Trait Scale (APTS), while the qualitative data was collected via interviews. No differences were indicated for teacher playfulness regarding age and/or years of teaching. Moreover, playfulness scores for teachers who did not attend courses on play and graduated from high school were higher than scores for teachers who attended play courses and graduated university. The teachers support of play and playfulness was indicated through the qualitative results. However, academic excellence and parental pressure persuaded teachers to have more goal-oriented and/or teacher-directed play time. Teachers' involvement in play seemed non-playful and inflexible. A need for becoming aware of playfulness in the classroom was revealed. Teachers should carefully approach play time and play interactions because these activities influence children's actions, creativity, thinking, and play behaviour.
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    Öğe
    Pre-schoolers in nature: A five-week play & learning experience within a Turkish context
    (Springer, 2024) Sevimli-Celik, Serap; Canaslan-Akyar, Begum
    [No abstract available]
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    Öğe
    Preschool children's digital media usage and self-regulation skill
    (Mehmet Tekerek, 2022) Canaslan-Akyar, Begum; Sungur, Semra
    This study aimed to examine self-regulation skill of 4-6-year-old children regarding digital media usage. The data were collected through the questionnaire, which includes self-regulation skills of 4-6-year-old Children (Mother Form), and the demographic information section was filled by 911 volunteer mothers who live in Turkey. Children's digital media usage was examined in terms of the amount of time spent with digital media tools, the types of digital media tools used, and which content was preferred. Analysis of the results clearly showed that the more time children spent using digital media the more likely they were to have lower level of self-regulation. In addition, children who did not use smartphones exhibited higher levels of self-regulation than those who did. Moreover, preferring horror or violent content was associated with the low level of children's self-regulation. On the other hand, children's preference for educational and foreign language content on digital media appeared to be related to a high score in self-regulation. The study results show a relationship between digital media usage and self-regulation skill. The study suggests that children's amount of spent time with digital media tools might be limited, the content might be controlled, and types of digital media tools might be carefully chosen. Parents have an important role here. They should be aware that improper digital media usage is harmful to children's self-regulation skill.