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    Comparison of Learning Environments of Inclusive and Non-Inclusive Early Childhood Classrooms
    (Sedat MADEN, 2024) Arat, Ceren Arı; Meral, Seda Eskidemir; Tutkun, Cansu
    This study, which was conducted to compare the Learning Environments of Early Childhood inclusive and non-inclusive classrooms, is a descriptive model. The sample of the study consisted of 102 preschool teachers determined by appropriate sampling method. The data were collected using a demographic information form and an early childhood classroom environment assessment scale. As a result of the analysis, it was found that the highest score was obtained from supporting self-efficacy and the lowest score was obtained from encouraging positive behaviors in terms of early childhood classroom environment evaluation distributions. It was determined that the learning environments of early childhood classrooms did not differ significantly according to the professional experience of the teacher, the level of education of the teacher, the age of the teacher, the length of schooling and the number of children in the classroom. It was also observed that the learning environments of early childhood classrooms did not differ according to whether or not they were inclusive classrooms and according to the type of special needs of the children. Suggestions were made for providing funding for inclusive classrooms, developing policies to improve the quality of classroom structures and supporting learning environments.
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    Preschool children's social skills, problem behaviors, academic self-esteem and teacher-child relationship: a serial mediation model
    (Frontiers Media Sa, 2025) Tutkun, Cansu; Meral, Seda Eskidemir
    Introduction Research has shown that children's social skills have effects on their problem behaviors. However, the mechanisms through which social skills contribute to reducing problem behaviors need further clarification.Methods This study examined the relationship between preschool children's social skills and problem behaviors, as well as the independent and serial mediating roles of academic self-esteem and teacher-child relationship in this relationship. The study included 382 children aged 3-5 years, randomly selected in T & uuml;rkiye.Results and discussion As a result of the study: (1) there was a significant and negative relationship between problem behaviors and social skills, academic self-esteem and teacher-child relationship; (2) the mediating role of academic self-esteem and teacher-child relationship in the relationship between social skills and problem behaviors was supported; and (3) the serial mediating role of academic self-esteem and teacher-child relationship in the effect of social skills on problem behaviors, respectively, was found. These findings indicated that children's social skills may help to increase their academic self-esteem, improve the teacher-child relationship, and thus reduce their problem behaviors. Therefore, these results have important implications for designing interventions to increase preschool children's social skills, academic self-esteem, and teacher-child relationship, as well as to prevent the early development of problem behaviors.