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- MakaleYalnız künye2026Scopus SJRQ1The effect of augmented reality-enriched stories on altruistic sharing behavior
Kotaman, Hüseyin; Balcı, Aslı; Tutkun, Cansu; Bayram, Zeynep
This study aims to determine the effect of reading augmented reality (AR)-enriched stories related to sharing on children’s altruistic sharing behavior. In recent years, AR applications have been increasingly utilized in early childhood education to enhance engagement and motivation; however, there is limited knowledge about their impact on children’s social and moral development. Addressing this gap, the present study focuses on how interactive, immersive storytelling environments can foster prosocial behaviors, particularly altruistic sharing, in preschool children. A total of 300 children aged 4–6 from 21 kindergarten classrooms participated in the study. The classrooms were randomly assigned to one of three groups: a group that received an AR-enriched sharing storybook, a group that received a non-AR digital sharing storybook, and a group that received a digital storybook unrelated to sharing (control group). The sharing behavior of the participating children was measured before and after the story sessions using a standardized sticker-sharing protocol. Each child was read the story individually, according to their assigned group. The difference between children’s post-story and pre-story sharing behaviors was calculated, and the sharing differences among the three groups were compared using ANOVA. As a result, it was found that the children who listened to the AR-enriched story about sharing showed a significantly greater increase in sharing behavior compared to the other two groups. These findings highlight the potential of AR-supported storybooks as effective pedagogical tools for enhancing altruistic and prosocial behaviors in early childhood education.
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İncele - MakaleAçık Erişim2026Scopus SJRQ1The effect of virtual school tour on preschool children’s school adjustment
Kotaman, Hüseyin; Balci, Asli; Kilic, Zeynep Nur Aydin; Tutkun, Cansu
Starting school for the first time can be a challenging transition for young children and their families. This study combined quantitative and qualitative approaches to examine the impact of a virtual school tour on the school adjustment process of kindergarten students who are about to start school for the first time. The study included 18 kindergarten teachers and a total of 359 children, with 176 in the treatment group and 183 in the control group. Children in the treatment group viewed a 6–10 min interactive 360° virtual tour of their school before the school year began, while those in the control group did not receive any preparatory intervention. Children’s school adjustment was assessed three weeks after school entry using the School Adjustment Teacher Evaluation Scale, which measures school avoidance, school liking, cooperative participation, and self-directiveness. Quantitative data were analyzed using the Mann–Whitney U test, and qualitative data were analyzed using thematic analysis. Results showed that children in the treatment group demonstrated significantly lower school avoidance (U = 13266, p =.002, r =.164), higher school liking (U = 11221, p <.001, r =.284), and greater cooperative participation (U = 8541.5, p <.001, r =.860) than those in the control group, with no significant difference for self-directiveness. Qualitative findings supported these results, indicating that the virtual tour increased children’s familiarity with the school, reduced separation anxiety, and facilitated smoother communication between parents and teachers. Teachers reported that participating children entered school “as if it were already familiar,” adapted more quickly, and interacted more readily with peers and teachers. This study contributes to early childhood education by offering a scalable, low-cost, technology-based strategy for easing school transitions. Findings suggest that virtual school tours can be a practical tool for improving children’s early school experiences and enhancing family-school partnerships.
AtıfScopus1WoS1OpenAlex2İncele - MakaleAçık Erişim2025Scopus SJRQ2Exploring preschool teachers’ perspectives on social and emotional learning in early childhood: A qualitative inquiry
Özdemir Beceren, Burcu; Baydemir, Ceren; Arı 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.
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