Yazar "Ari-Arat, Ceren" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • Küçük Resim Yok
    Öğe
    Exploring preschool teachers’ perspectives on social and emotional learning in early childhood: A qualitative inquiry
    (Duzce University, Faculty of Education, 2025) Özdemir Beceren, Burcu; Baydemir, Ceren; Ari-Arat, Ceren
    This 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. © 2025, Duzce University, Faculty of Education. All rights reserved.
  • Küçük Resim Yok
    Öğe
    A Meta-Analysis of Self-Management Interventions in Teaching Daily Living Skills to Autistic Individuals
    (Springer/Plenum Publishers, 2024) Aydin, Orhan; Sulu, Mehmet D.; Ari-Arat, Ceren
    The current study aimed to conduct a systematic review and meta-analysis of self-management interventions for teaching daily living skills to autistic individuals. This study accessed the corresponding studies by doing a search in six databases. 14 articles and one dissertation met the inclusion criteria. The included studies were first analyzed descriptively and coded according to quality indicators using What Works Clearinghouse (WWC) standards. Second, the effect sizes of the included studies were calculated using two different effect size measures (i.e., Tau-U and performance-criteria-based effect size values [PCES]). Third, these analyses were also conducted for generalization and maintenance data. Of 15 studies included in this review, nine met the WWC standards with and without reservations. Tau-U analyses were conducted for 14 studies, whereas PCES values were calculated for only eight studies with mastery criteria. The findings indicated that the self-management interventions had a .93 CI95 (.80, 1) overall effect size for Tau-U with a very large effect. On the other hand, the overall effect size for the PCES values indicated a moderate effect with .99. The weighted effect sizes in generalization and maintenance phases were very large for Tau-U; however, moderate to high effects for PCES. Although self-management interventions showed diversity, one of the domains of daily living skills (i.e., community living skills) has not been studied in the field. Notably, among the studies in our review, the last ones are from 2019. Detailed findings from descriptive analyses and two different effect size calculations are discussed, and recommendations for future studies are given.
  • Küçük Resim Yok
    Öğe
    Parental acceptance of children with developmental disabilities in the preschool period: the role of mindfulness in parenting
    (Taylor & Francis Ltd, 2025) Ari-Arat, Ceren; Cetinkaya, Elif; Oz, Koray
    ObjectivesUnderstanding the factors that influence parental acceptance during the preschool period when many children with developmental disabilities are diagnosed is crucial. Mindfulness in parenting is the intentional, nonjudgmental attention a person gives to their child and their parenting actions and is associated with processes of acceptance. This research examines the relationship between parental acceptance and mindfulness in parenting among parents of preschool children with developmental disabilities.MethodsThe investigation included 120 parents of preschool-aged children (3-6 years) with developmental disabilities in Turkey.ResultsThe findings reveal that parental acceptance of children with developmental disabilities varies according to the father's education level and the child's age. A significant correlation was found between mindfulness in parenting and parental acceptance. Notably, mindfulness in parenting accounted for approximately 19.2% of the variance in parental acceptance of children with developmental disabilities (R2 = 0.192).ConclusionsThe results underscore the importance of interventions aimed at enhancing mindfulness in parenting, particularly in supporting the acceptance processes during the preschool years. This is especially critical for younger children and for fathers with lower educational levels. The study also highlights the need for further research to deepen our understanding of the acceptance process.