2024 YILI YAYIN LİSTESİ 

DERGİDE YAYINLAR

SSCI, SCI-E ve AHCI İndeksli Dergilerde Yayınlar

Çetin, M., & Demircan, H. Ö., (2024). Determinants of Turkish parents’ involvement in early childhood education: The roles of role activity and self-efficacy beliefs for involvement.  Journal of Comparative Family Studies, 54(4), 334-360. https://doi.org/10.3138/jcfs.54.4.03

Çetin, M., Eren, A., Çetin, G., & Demircan, H. Ö. (2024). Perceived instrumentality of early childhood education: parents’ valued future goals for their children. European Early Childhood Education Research Journal, 1–17. https://doi.org/10.1080/1350293X.2024.2340084

Demirci Ünal, Z., & Öztürk, G. (2024). Is need-based action possible for each child ?: Preschool teachers’ differentiated instruction within multicultural classrooms. Early Childhood Education Journal, 1-18. https://doi.org/10.1007/s10643-024-01753-2

Demirci Ünal, Z., Menteşe, Y. & Sevimli-Çelik, S. (2024). Analyzing creativity in children’s picture books. Children’s Literature in Education, 55(4), 717-746. https://doi.org/10.1007/s10583-023-09535-x

Gülçiçek, T., & Tantekin Erden, F. (2024). Effect of gender-neutral activities on preschool children’s gender stereotypes. European Early Childhood Education Research Journal, 1–16. https://doi.org/10.1080/1350293X.2024.2389196

Üzüm, S., (2024). Teacher–child interactions in early childhood education and care classrooms: Characteristics, predictivity, dependency and methodological issues. Educational Review. https://doi.org/10.1080/00131911.2024.2401306

Diğer Uluslararası İndeksli Dergilerde Yayınlar

Akdemir, K., & Sevimli Çelik, S., (2024). Brick classroom & Block classroom: preschoolers’ spatial and architectural design skills during constructive play.  International Journal of Play, 13(1), 20-40. https://doi.org/10.1080/21594937.2024.2323409 

Ata-Aktürk, A., & Demircan, H. Ö. (2024). “My child might be thinking about something beneficial to humanity”: Enhancing parental perspectives on engineering education in early childhood. Journal of Research in Childhood Education, 1–20. https://doi.org/10.1080/02568543.2024.2379854 

Demirci Ünal, Z., Tonga Çabuk, F. E., & Tantekin Erden, F. (2024). A learner-centered journey: Pre-service early childhood teachers’ learning through self-reflections and feedbacks with design-based curriculum course.  Journal of Early Childhood Teacher Education, 45(4), 437-454. https://doi.org/10.1080/10901027.2024.2362659

Sevimli Çelik, S., & Canaslan-Akyar, B., (2024). Pre-schoolers in nature: A five-week play & learning experience within a Turkish context.  Journal of Environmental Studies and Sciences, 14(1), 87-101. https://doi.org/10.1007/s13412-023-00867-0 

Sevinç-Özgen, E., & Tantekin-Erden, F. (2024).  Field trips as gateways to out-of-school learning: Perspectives and practices among preschool teachers.  Journal of Adventure Education and Outdoor Learning, 1-17.  https://doi.org/10.1080/14729679.2024.2428670 (ESCI)

Turgut-Kurt, R., & Sevimli Çelik, S., (2024). Giving children permission for risky play: teacher variables and reported practices.  Journal of Adventure Education and Outdoor Learning, 1-17. https://doi.org/10.1080/14729679.2024.2416960 

Altaş, E. N., Mumcuoğlu, A., Özgül Torun, T., Demirci, Z., & Demircan, H. Ö. (2024). Unlocking Cultural Treasures: Viewpoints of Preschool Teachers Working with Refugee Children on Funds of Knowledge. INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION, 26(3), 34–57. https://ijme-journal.org/index.php/ijme/article/view/4315

 Ulusal İndeksli Dergilerde Yayınlar

Eryiğit, S., Tonga Çabuk, F. E., Tantekin Erden, F., & Yalçin, F., (2024). Finding clues and implications for success on the PISA: An overview of Chinese, Singaporean, Estonian, Canadian, and Finnish early childhood education and care.  Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(2), 339-351.  https://doi.org/10.17556/erziefd.1376854

Peker, C., Akcabağ, E., & Tonga Çabuk, F. E., (2024). Views, knowledge, and self-reported practices of early childhood educators: Sociocultural Theory’s practicability.  Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 653-675. https://doi.org/10.19171/uefad.1431937

Kaya, Ü.Ü., Demircan, H.Ö., & Altun, D. (2024). Adaptation and validation of the parent engagement in early childhood education survey for the Turkish context. HAYEF:Journal of Education 21(3), 244-251 . https://doi.org/10.5152/hayef.2024.23096

KİTAP EDİTÖRLÜK & YAYIN

Tantekin Erden, F., & Şahin Sak, İ. T. (Eds) (2024).  Sınıf yönetimi modelleri. Nobel Yayın Dağıtım. ISBN: 978-625-397-141-0     

Demirci Ünal, Z., Tonga Çabuk, F. E., & Tantekin Erden, F. (2024). İçsel disiplin modeli. In F. Tantekin Erden & İ. T. Şahin Sak (Eds.), Sınıf yönetimi modelleri (pp.101-125). Nobel Yayın Dağıtım. ISBN: 978-625-397-141-0                

Tonga Çabuk, F. E., Demirci Ünal, Z., & Tantekin Erden, F. (2024). Olumlu disiplin modeli. In F. Tantekin Erden & İ. T. Şahin Sak (Eds.), Sınıf yönetimi modelleri (pp.247-270). Nobel Yayın Dağıtım.  ISBN: 978-625-397-141-0                        

       

2023 YILI YAYIN LİSTESİ 

DERGİDE YAYINLAR

SSCI, SCI-E ve AHCI İndeksli Dergilerde Yayınlar

Alici, S.,  & Şahin, V. (2023). Fostering Turkish early childhood teachers' professional growth about education for sustainability through media literacy.  Eğitim ve Bilim - Education and Science, 48(213), 143-168. https://doi.org/10.15390/eb.2023.11643 

Buldu, M., & Erden, F. (2023). Investigating perceived dispositions of Turkish preservice early childhood education teachers. Asia Pacific Journal of Education, 43(2), 538-554. https://doi.org/10.1080/02188791.2021.1933381

Çetken-Aktaş, S., & Sevimli Çelik, S. (2023). Play preferences of preschoolers according to the design of outdoor play areas. Early Childhood Education Journal, 51(5), 955-970.  https://doi.org/10.1007/s10643-022-01358-7

Çetin, M., & Demircan, H. Ö. (2023). Coparenting and parental involvement in education: the mediating role of motivational beliefs. Journal of Family Studies, 29(3), 1292-1318.  http://doi.org/10.1080/13229400.2022.2045210

Demirci Ünal, Z., & Erden, F. (2023). Programme-based experiences of preschool teachers regarding support of children’s social skills. Early Child Development and Care, 193(6), 791-809. http://doi.org/10.1080/03004430.2022.2161534

Hamamcı, B., Acar, İ. H., & Uyanık, G. (2023). Association between performance-based and ratings of Turkish children’s executive function. Current Psychology, 42, 10053–10062. https://doi.org/10.1007%2Fs12144-021-02307-0

Inönü, G. N., & Demircan, H. Ö. (2023). Questioning as an instructional method: Exploring beliefs and reported practices of early childhood educators. Teaching and Teacher Education, 135. https://doi.org/10.1016/j.tate.2023.104351

Diğer Uluslararası İndeksli Dergilerde Yayınlar

Avcı, Z., Erden, F., & Yalçın, F. (2023).  Integration within national documents: An examination of early childhood education curriculum of five high-achieving countries of MIPEX. 1-18. https://doi.org/10.1177/146394912312170

Alaçam, N., Olgan, R.,  & Çapa Aydın, Y., (2023). Development of portfolio related scales for early childhood teachers: A validity and reliability study. International Journal of Progressive Education, 19(4). 1-17. https://doi.org/10.29329/ijpe.2023.579.1

Kandemir, M., & Sevimli Çelik, S. (2023). No muddy shoes, no dirty clothes! Examining the views of teachers and parents regarding children's outdoor play and learning. Journal of Adventure Education and Outdoor Learning, 23(3), 301-322.https://doi.org/10.1080/14729679.2021.2011339

Ulusal İndeksli Dergilerde Yayınlar

Demirci Ünal, Z., & Erden, F. (2023). Erken çocukluk eğitiminde eğitimsel planlama süreçleri: farklı eğitim yaklaşımlarının karşılaştırmalı anlatımı. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 227-252. https://doi.org/10.17860/mersinefd.1293000

Güvelioğlu, E.,  & Erden, F. T., (2023). A Content analysis of articles in the Turkish early childhood education context.  Yaşadıkça Eğitim, 37(1), 165-182. https://doi.org/10.33308/26674874.2023371391

Karakuş, H., Altıparmak, N., & Uysal Bayrak, H. (2023). The investigation of the attitudes of pre-service pre-school teachers towards distance education. Anadolu University Journal of Education Faculty (AUJEF), 7(3), 720-738. https://doi.org/10.34056/aujef.1178486  

KİTAP EDİTÖRLÜK & YAYIN

Acar, I. H. & Hamamcı, B. (2023). Öğretmen çocuk ilişkisi ve öz-düzenleme. In M. Ekerim Akbulut (Ed.). Sosyal zihin: Bilişsel gelişimde sosyal etkileşimin rolü  (pp. 21-48). Vakıfbank Kültür Yayınları                 

Altıparmak, N. & Uysal Bayrak, H. (2023). İhmal ve istismar riskinde toplumsal cinsiyet eşitsizliği. In H. Uysal Bayrak & K. Karataş (Eds.). Erken Çocukluk Döneminde Risk Altındaki Çocuklar ve Eğitimi (pp.243-256). Nobel Yayın Dağıtım.  

Olgan, R. &  Buldu, E. (2023). Erken çocuklukta bilim ve çevre eğitimi. In A. Dikici Sığırtmaç & M. M. Yılmaz (Eds). Erken Çocuklukta Bilim Eğitimi (pp. 279-295). Nobel Akademik Yayıncılık.   

2022 YILI YAYIN LİSTESİ

DERGİDE YAYINLAR

SSCI, SCI-E ve AHCI İndeksli Dergilerde Yayınlar

Altun, D., Erden, F.T., & Hartman, D.K. (2022). Preliterate young children's reading attitudes: Connections to the home literacy environment and maternal factors. Early Childhood Education Journal, 50(4), 567-578. http://doi.org/10.1007/s10643-021-01177-2

Cengizoğlu, S., Olgan, R., & Teksöz, G. (2022). Preschool children's perceptions on human-environment relationship: Follow-up research Early Child Development and Care. 192(4), 513-534. http://doi.org/10.1080/03004430.2020.1767608

Çetin, M., & Demircan, H. Ö. (2022). Coparenting and parental involvement in education: the mediating role of motivational beliefs. Journal of Family Studies, 29(3), 1292–1318. https://doi.org/10.1080/13229400.2022.2045210

Demircan, H. Ö. (2022). "How am I supposed to do this on my own?": A case study on perspectives of preschool teachers regarding integrative STEM practices. Journal of Early Childhood Research.20(1), 93-112. doi: 10.1177/1476718X211052749

Feriver, Ş, Olgan, R., Tuncer, G., & Barth, M. (2022). Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory. Systems Research and Behavioral Science, 39(1), 85-103. http://doi.org/10.1002/sres.2749

Hamamcı, B. & Balaban Dağal, A. (2022). Self-regulation and play: How children's play directed with executive function and emotion regulation. Early Child Development and Care, 192(13), 2149-2159. http://doi.org/10.1080/03004430.2021.1990906

Karsli-Calamak, E., Ece Tuna, M., & Allexsaht-Snider, M. (2022). Understanding Refugee Families' Potentials for Supporting Children's Mathematics Learning. Teachers College Record, 124(5), 49–68. https://doi.org/10.1177/01614681221103948

Koyuncu, E. D. & Demircan, H. Ö. (2022). An Evaluative Case Study on Investigating Preschool Teachers' Views on Philosophy with Children. Education and Science, 47(210). 161-191. doi: 10.15390/EB.2022.10380

Tonga, F. E., Eryiğit, S., Yalçın, F. A., & Erden, F. T. (2022). Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China. Professional Development in Education, 48(1), 88-104. http://doi.org/10.1080/19415257.2019.1689521

Diğer Uluslararası İndeksli Dergilerde Yayınlar

Alıcı, Ş., & Alan, H. A. (2022). Implementation of education for sustainability in Turkish pre-service teachers' practicum. Brock Education Journal, 31(2), 17–39. https://doi.org/10.26522/brocked.v31i2.937

Canaslan-Akyar, B., & Sevimli-Celik, S., (2022). Playfulness of early childhood teachers and their views in supporting playfulness. Education 3-13 , 50(1), 1-15. https://doi.org/10.1080/03004279.2021.1921824

Yılmaz, B. & Erden, F.T. (2022). Exploring humor within the early childhood period from children's and teachers' perspectives. Journal of Childhood, Education & Society, 3(2), 151-167. https://doi.org/10.37291/2717638X.202232168

Ulusal İndeksli Dergilerde Yayınlar

Demirtaş Ilhan, S., Erden, F., & Yalçin, F., (2022). An integrated mother-child health and education services program in India: An example of informal preschool education. Ege Eğitim Dergisi 23(2), 210-228. https://doi.org/10.12984/egeefd.933369

Gülay Ogelman, H., Demirci, F., & Güngör, H. (2022). Investigation of preschool teachers' digital literacy levels. Trakya Journal of Education, 12(1), pp. 235-247

Karan, Ş., Gülhan, M., Menteşe, Y., & Çetken Aktaş, H. Ş., (2022). Put the mask on yourself first: Work-related wellbeing of preschool teachers in the "New Normal". Journal of Sustainable Educational Studies (JSES), 3(4), 180-193.

Karslı-Çalamak, E., Olkun, S. ve Sözen-Özdoğan, S. (2022). Çokkültürlü sınıflarda matematik eğitimi: Öğretmen uygulamaları üzerine bir inceleme. Anadolu Journal of Educational Sciences International, 12(1), 123-155.

Peker, A. & Olgan, R. (2022). 3-14 yaş arasındaki çocuklara yönelik yoga uygulamalarının sistematik analizi. Yaşadıkça Eğitim, 36(2), 358-383. https://doi.org/10.33308/26674874.2022362358

Tonga Çabuk, F. E., Demirci Ünal, Z., & Tantekin Erden, F. (2022). The perspective of future preschool teachers on the preschool education program: evaluation of the content, quality, functionality, and comprehensibility of the program. Van Yüzüncü Yıl University Journal of Education, 19(2), 484-510. http://doi.org/10.33711/yyuefd.1114186

Yalçın, F., & Erden, F., (2022). A synthesizing study on outdoor environments of early childhood institutions: Design and evaluation. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 55(1), 263-312. https://doi.org/10.30964/auebfd.748799

KİTAP EDİTÖRLÜK & YAYIN

Altun, D, & Erden, F. (Ed.) (2022). Erken çocukluk döneminde dijital teknoloji - Uygulamalar, araştırmalar, ve eğilimler. Nobel Yayın Dağıtım.

Kilinc, S. & Karslı Çalamak, E. (2022). A social-justice-oriented analysis of refugee children's educational experiences in Turkey. In H. H. Sen & H. Selin (Eds.), Childhood in Turkey: Sociological, educational, and psychological perspectives (pp.89-106), Springer.

Altun, D., Tantekin Erden, F., Özgül, T., & Güvelioğlu, E. (2022). Covid-19 sürecinde dünyada dijital destekli erken çocukluk eğitimi uygulamaları. D. Altun, F. Tantekin Erden (Ed.), Erken çocukluk döneminde dijital teknoloji - Uygulamalar, araştırmalar, ve eğilimler içinde (pp. 98-140). Nobel Yayın Dağıtım.

Erden, F., & Tonga Çabuk, F. E., (2022). Erken çocukluk eğitiminde bilinçli farkındalık ve teknoloji. D. Altun, F. Tantekin Erden (Ed.), Erken çocukluk döneminde dijital teknoloji - Uygulamalar, araştırmalar, ve eğilimler içinde (pp. 443-475). Nobel Yayın Dağıtım.

Demirci, F., & Şahin, V. (2022). Çevrimiçi öğrenme ortamlarında kalite güvencesini sağlama: Okul öncesi eğitimi lisans programının çocuk ve medya dersi örneği üzerinden planlama, uygulama, kontrol etme ve önlem alma süreçleri. N. B. Hamutoğlu, B. Çukurbaşı & M. KIYICI (Ed.), In TYYÇ Kapsamında Lisans Düzeyinde Çevrimiçi Öğrenme Ortamlarının Tasarlanması: Planlama, Uygulama, Değerlendirme ve İyileştirme ( 557-583 pp.). Ankara: Pegem Akademi.

Demirci, F., Demircan N. & Karslı-Çalamak E. (2022). Erken çocuklukta matematik eğitimi dersinin çevrimiçi öğrenme ortamlarında ele alınması. N. B. Hamutoğlu, B. Çukurbaşı, M. Kıyıcı Mübin (Ed.). Türkiye yükseköğretim yeterlilikler çerçevesi kapsamında lisans düzeyinde çevrimiçi öğrenme ortamlarının tasarlanması içinde (pp.497-528), Pegem Akademi

Gülay Ogelman, H., & Demirci, F. (2022). Erken Çocukluk Eğitimi Kavramı. H. Gülay Ogelman & S. Saraç (Ed.), In Erken Çocukluk Eğitimi Politikaları (1-24. pp.). Ankara: Eğiten Kitap.

Macun, A. & Sevinç, E. (2022). Uzamsal düşünme. M. Kılıç, C. Avcı (Ed.), Erken çocukluk döneminde matematik eğitimi içinde (pp. 347-372). Eğiten Kitap.

2021 YILI YAYIN LİSTESİ

DERGİDE YAYINLAR

SSCI, SCI-E ve AHCI İndeksli Dergilerde Yayınlar

Ata-Aktürk, A., & Demircan, H. Ö. (2021). Supporting preschool children's STEM learning with parent-involved early engineering education. Early Childhood Education Journal, 49(4), 607-621.  https://doi.org/10.1007/s10643-020-01100-1 

Ata-Aktürk, A., & Demircan, H. Ö. (2021). Engineers and engineering through the eyes of preschoolers: a phenomenographic study of children’s drawings. European Early Childhood Education Research Journal, 30(4), 495–514. https://doi.org/10.1080/1350293X.2021.1974067

Buldu, M., & Erden, F. T. (2021). Investigating perceived dispositions of Turkish preservice early childhood education teachers. Asia Pacific Journal of Education, 43(2), 538–554. https://doi.org/10.1080/02188791.2021.1933381

Filik-Uyanık, R., & Demircan, H. Ö. (2021). Mass media and intensive mothering predict motivators of mother engagement in children’s education. Journal of Child and Family Studies, 30(8), 1895-1909. https://doi.org/10.1007/s10826-021-02003-4 

Konca, A. S., & Tantekin-Erden, F. (2021). Young children’s social interactions with parents during digital activities at home. Child Indicators Research, 14(4), 1365-1385. https://doi.org/10.1007/s12187-020-09800-1 

Unlu-Cetin, S., & Olgan, R. (2021). The effect of perceived intergenerational paternal involvement on fathers' involvement in the lives of their 0-to-8-year-old children. Early Child Development and Care, 191(1), 93-107. https://doi.org/10.1080/03004430.2019.1603150

Yalçın, F., & Erden, F. (2021). A cross-cultural study on outdoor play: Teachers’ beliefs and practices. Egitim Ve Bilim-Education And Science, 46(206), 131-159. https://doi.org/10.15390/eb.2021.9640 

Diğer Uluslararası İndeksli Dergilerde Yayınlar

Ata-Aktürk, A., & Demircan, H. Ö. (2021). An analysis of picture books for children aged 3 to 6 years: Portrayals of engineers and the engineering design process. International Journal of Early Childhood, 53(3), 261-278

Canaslan-Akyar, B., & Sevimli-Celik, S. (2021). Playfulness of early childhood teachers and their views in supporting playfulness. Education 3-13, 50(1), 1–15. https://doi.org/10.1080/03004279.2021.1921824

Kandemir, M., & Sevimli-Celik, S. (2021). No muddy shoes, no dirty clothes! examining the views of teachers and parents regarding children’s outdoor play and learning. Journal of Adventure Education and Outdoor Learning, 23(3), 301–322. https://doi.org/10.1080/14729679.2021.2011339 

Konca, A. S., & Erden, F. (2021). Digital technology (DT) usage of preschool teachers in early childhood classrooms. Journal of Education and Future, 19, 1-12. https://doi.org/10.30786/jef.627809 

Demircan, H. Ö. (2021). "How am I supposed to do this on my own?": A case study on perspectives of preschool teachers regarding integrative STEM practices. Journal of Early Childhood Research, 0(0), 1-20. https://doi.org/10.1177/1476718x211052749

Filik-Uyanık, R., Demircan, H. Ö. & Işıkçı-Başkaya, G. (2021). “Let me have a seat and see what's going on in this class”: Perspectives of early childhood teachers about parental confrontation. Participatory Educational Research, 8(3), 105-120. https://doi.org/10.17275/per.21.56.8.3 

Köklü-Yaylacı, H., & Olgan, R. (2021). Investigating early childhood preservice teachers’ personal teaching efficacy and outcome-expectancy beliefs regarding education for sustainable development in Turkey. The Teacher Educator, 56(1), 4-24. https://doi.org/10.1080/08878730.2020.1767742 

Alaçam, N., & Olgan, R. (2021). Pedagogical documentation in early childhood education: A systematic review of the literature. Elementary Education Online, 20(1), 172-191. https://doi.org/10.17051/ilkonline.2021.01.021 

Cetken-Aktas, S., & Sevimli-Çelik, S. (2021). Examining opportunities for risky play in preschool outdoor play areas. International Journal of Play 10(3), 285-301. https://doi.org/10.1080/21594937.2021.1959227

Sevimli-Çelik, S. (2021). Moving between theory and practice: preparing early childhood pre-service teachers for teaching physical education. Journal of Early Childhood Teacher Education, 42(3), 281-298. https://doi.org/10.1080/10901027.2020.1735588 

Ulusal İndeksli Dergilerde Yayınlar

Tonga, F. E., & Erden, F. (2021). Examining the relationship between early childhood teachers' mindfulness and burnout scores. e-Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (MAKÜ), 60, 151-174. https://doi.org/10.21764/maeuefd.886235 

Tonga, F. E., & Erden, F. (2021). Investigating the views of pre-service and in-service early childhood teachers regarding practice teaching course. Yaşadıkça Eğitim Dergisi, 35(1), 20-37. https://doi.org/10.33308/26674874.2021351228 

KİTAP EDİTÖRLÜK & YAYIN

Erden, F., & Demircan, H. Ö. (Eds.). (2021). Erken çocukluk döneminde eğitim yaklaşımları. Eğiten Kitap.

Erden, F., & Tonga, F. E. (2021). Okul bazlı bilinçli farkındalık programları. In F. Tantekin-Erden, & H. Ö. Demircan (Eds.), Erken çocukluk döneminde eğitim yaklaşımları (pp. 473-510). Eğiten Kitap.

Erden, F., & Yalçın, F. (2021). Piramit metodu. In F. Tantekin-Erden, & H. Ö. Demircan (Eds.), Erken çocukluk döneminde eğitim yaklaşımları (pp. 347-384). Eğiten Kitap.

Erden, F. (2021). Erken çocukluk döneminde gelişim. In E. Aktan-Acar (Ed.), Erken çocukluk eğitimine giriş (pp. 215-244). Nobel Yayın Dağıtım

Altun, D., Erden, F., & Snow, C. E. (2021). Erken okuryazarlık becerilerinde duyuşsal boyut: Okumaya karşı tutum ve motivasyon. In T. Kargın, D. Altun, & İ. B. Güldenoğlu (Eds.), Değerlendirmeden uygulamaya tüm yönleriyle erken okuryazarlık (pp. 188-201). Pegem A. Yayıncılık

Demircan, H. Ö., & Filik-Uyanık, R. (2021). Proje yaklaşımı. In F. Tantekin-Erden, & H. Ö. Demircan (Eds.), Erken çocukluk döneminde eğitim yaklaşımları (pp. 117-143). Eğiten Kitap.

Demircan, H. Ö.,& Işıkçı-Başkaya, G. N. (2021). Farklılıklara saygı programı. In F. Tantekin-Erden, & H. Ö. Demircan (Eds.), Erken çocukluk döneminde eğitim yaklaşımları (pp. 269-302). Eğiten Kitap.

2020 YILI YAYIN LİSTESİ

DERGİDE YAYINLAR 

SSCI İndeksli Dergilerde Yayınlar

Çetin M. & Demircan H.Ö. (2020). Empowering technology and engineering for STEM education through programming robots: A systematic literature review. Early Child Development and Care, 190(9), 1323-1335. doi: 10.1080/03004430.2018.1534844 

Güneş, G. & Şahin, V. (2020). Preschoolers' thoughts on the concept of time. Journal of Genetic Psychology, 181(4), 293-317. doi: 10.1080/00221325.2020.1753645

Feriver, Ş., Olgan, R., Teksöz, G., & Barth, M. (2020). Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory. Systems Research and Behavioral Science, 39(1), 85–103. https://doi.org/10.1002/sres.2749

Pamuk, D. & Olgan, R. (2020). Comparing predictors of teachers' education for sustainable development practices among eco and non-eco preschools. Education and Science, 45(203), 327-345. doi: 10.15390/eb.2019.8774

Diğer Uluslararası İndeksli Dergilerde Yayınlar

Aras S. & Erden F. (2020). Documentation panels: supporting young children’s self-regulatory and metacognitive abilities. International Journal of Early Years Education, 28(1), 63-80. doi: 10.1080/09669760.2019.1592743 

Ata-Akturk, A., & Sevimli-Celik, S. (2020). Creativity in early childhood teacher education: beliefs and practices. International Journal of Early Years Education, 31(1), 95–114. https://doi.org/10.1080/09669760.2020.1754174

Buldu E. & Olgan R. (2020). The link between structural quality indicators in pre-primary and PISA science literacy skills: A cross-country comparison. e-Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (elektronik), 14(1), 186-216. doi: 10.17522/balikesirnef.618977

Tonga F. E. & Erden F. (2020). Mindfulness: Views of pre-service early childhood teachers. International e-Journal of Educational Studies,4(8), 122-137. doi: 10.31458/iejes.683563

Yılmaz N. & Olgan R. (2020). Perceived attributes of instructional computer use in early childhood education: A scale adaptation and validation study. Elementary Education Online, 19(3), 1267-1283. doi: 10.17051/ilkonline.2020.728040

Ulusal İndeksli Dergilerde Yayınlar

Çetin M. & Demircan H.Ö. (2020). Erken çocukluk döneminde STEM eğitimi anlayışı. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 102-117. doi: 10.17679/inuefd.437445 

Çetin M., Demircan H. Ö., Şenyurt E. & Akturk A.A. (2020). An analysis of young children's preferences on STEM activities in terms of gender. Journal of Education and Future, 18, 1-15. doi:10.30786/jef.650246 

Erden F. & Tonga F. E. (2020). Early childhood teachers’ views on mathematics education:Teaching mathematics, gender differences, teacher's role. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23(44), 845-862. 

Işıkçı-Başkaya, G., Alisinanoğlu, F., Demircan, H. Ö. & Tahta, F. (2020). Erken çocukluk dönemi öğretmenlerinin çokkültürlülüğe dair bakış açıları ve uygulamaları üzerine bir inceleme. Journal of Early Childhood Studies, 4(2), 9-29. doi: 10.24130/eccd-jecs.1967202042223 

Işıkçı, G. & Sevimli Çelik, S. (2020). Perceptions towards creativity and creativity related concepts by metaphor analysis. İlköğretim Online, 19, 240-251. doi: 10.17051/ilkonline.2020.655597 

KİTAP EDİTÖRLÜK & YAYIN

Eryiğit S. & Olgan R. (2020). An investigation of ongoing tactile communication in a preschool classroom. In Ş. Çınkır (Eds.), Changing Educational Paradigms: New Methods, Directions, and Policies (pp: 347-364). Berlin: Peter Lang Publishing, Inc.

Gülçiçek T. & Erden F. (2020). Investigation of parents' perceptions of male early childhood teachers. In Ş. Çınkır (Eds.), Changing educational paradigms: New methods, directions, and policies (pp. 379-392). Berlin: Peter Lang Publishing, Inc.

Johnson J.E., Sevimli Çelik S., Al-Mansour M., Tuncdemir T. B. & Ip Dong P. (2020). Play in early childhood education. In O. N. Saracho (Eds.), Handbook of Research on the Education of Young Children (pp: 165-175). New York: Routledge.

Olgan, R. (2020). Erken çocukluk döneminde çevre eğitimi. Editör. Ankara: Pegem Akademi Yayıncılık.

Olgan R., & Cengizoğlu S. (2020). Erken çocukluk dönemi çevre eğitimi etkinliklerinin planlanması ve değerlendirme. In R. Olgan (Eds.), Erken Çocukluk Döneminde Çevre Eğitimi (pp: 227-249). Ankara: Pegem Akademi Yayıncılık.