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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2026 / Cilt: 27 Sayı: 1

Improving Social Emotional Learning Skills of Early Childhood Education: Effects of a Training Program

Okul Öncesi Öğretmenliğinde Sosyal Duygusal Öğrenme Becerilerinin Geliştirilmesi: Bir Eğitim Programının Etkileri

Burcu Ozdemir Beceren(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-3680-7511
Ceren Baydemir(Çanakkale Onsekiz Mart Üniversitesi, Lisansüstü Eğitim Enstitüsü, Okul Öncesi Eğitim (Dr))0000-0003-3154-4089
Pages
358–387
Publication Date
2026-01-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

After the training, participants’ fundamental knowledge of SEL reached a high level, and their understanding of its integration with applied activities increased significantly.

📌 3 Key Takeaways

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Objective & Hypothesis:The aim of this study is to critically evaluate the effectiveness of the online training program titled “Shaping the Future: Social Emotional Learning for Preschool Teacher Candidates,” supported by the TÜBİTAK 2237-A Scientific Education Activities Support Program.
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Key Findings & Data:The study group consists of 123 undergraduate and graduate students enrolled early childhood education departments at 14 universities located in various cities across Turkey. 17 different topics were covered both theoretically and practically over 35 hours with the guidance of 12 instructors.
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Conclusion & Impact:After the training, participants’ fundamental knowledge of SEL reached a high level, and their understanding of its integration with applied activities increased significantly.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Sosyal Duygusal Öğrenme · Okul Öncesi Eğitim · Okul Öncesi Öğretmen Adayları

Abstract

The aim of this study is to critically evaluate the effectiveness of the online training program titled “Shaping the Future: Social Emotional Learning for Preschool Teacher Candidates,” supported by the TÜBİTAK 2237-A Scientific Education Activities Support Program. The study group consists of 123 undergraduate and graduate students enrolled early childhood education departments at 14 universities located in various cities across Turkey. 17 different topics were covered both theoretically and practically over 35 hours with the guidance of 12 instructors. A quasi-experimental one-group pre-test and post-test design was used to measure knowledge levels for each course. Additionally, a separate questionnaire was used to gather participants’ opinions on the instructors, training content, and the program’s contributions. Continuous data were analyzed using means and standard deviations, while categorical data were analyzed using frequencies and percentages. A dependent-samples t-test was conducted via SPSS 27 to compare pre-test and post-test mean scores. Furthermore, a heat map was used to visually represent the concentration of participants’ responses to the questionnaires. As a result, participants’ fundamental knowledge of SEL was found to be at a moderate level before training, while their knowledge of integrating SEL with applied activities was relatively low. After the training, participants’ fundamental knowledge of SEL reached a high level, and their understanding of its integration with applied activities increased significantly.

Özet

Çalışmanın amacı, TÜBİTAK 2237-A Bilimsel Eğitim Etkinlikleri Destekleme Programı kapsamında desteklenen ve çevrimiçi olarak gerçekleştirilen “Geleceği Şekillendirenler: Okul Öncesi Öğretmen Adayları için Sosyal Duygusal Öğrenme (SDÖ)” adlı eğitim programının etkililiğini incelemektir. Çalışma grubunu, Türkiye’nin farklı şehirlerinde bulunan 14 üniversiteden, 123 okul öncesi öğretmenliği bölümünde öğrenim gören lisans ve lisansüstü öğrencileri oluşturmaktadır. 17 farklı konu, 12 eğitmen eşliğinde 35 ders saati ile teorik ve uygulamalı olarak işlenmiştir. Yarı deneysel desenle gerçekleştirilen çalışmada, tek gruplu ön-test ve son-test tasarımı kullanılmıştır. Veri toplama aracı olarak her derse ilişkin bilgi düzeylerini ölçmek için değerlendirme anketi ve son testte ek olarak katılımcıların eğitmenler, eğitimin içeriği ve eğitimin katkısına ilişkin görüşleri için anket kullanılmıştır. Çalışmadaki sürekli veriler ortalama ve standart sapma, kategorik veriler ise frekans ve yüzde olarak hesaplanmış, ön test-son test puan ortalamalarını karşılaştırmak için bağımlı gruplar t-testi SPSS 27 programı kullanılarak analiz edilmiştir. Ayrıca katılımcıların anketlere verdiği cevapların hangi şıklarda yoğunlaştığını görsel olarak desteklemek için ısı haritası kullanılmıştır. Sonuç olarak katılımcıların eğitim öncesinde SDÖ’ye ilişkin temel bilgilerinin orta düzeyde olduğu, SDÖ’nün uygulamalı etkinliklerle entegrasyonu konusunda bilgi düzeyleri daha düşük bulunmuştur. Eğitim sonrasında ise katılımcıların SDÖ’ye ilişkin temel bilgilerinin yüksek düzeye ulaştığı, uygulamalı etkinliklerle entegrasyonu konusunda bilgi düzeylerinin anlamlı şekilde arttığı tespit edilmiştir.

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Cite This Article

Beceren, B. O., Baydemir, C. (2026). Improving Social Emotional Learning Skills of Early Childhood Education: Effects of a Training Program. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 27 Sayı: 1, 358–387. https://doi.org/10.29299/kefad.1649823

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