| The relationship between the memories of happiness and peace in childhood with cognitive schemas and psychological symptoms | Hasan YILMAZ | 167–192 |
| Reflections of early childhood education policies on the curricula Sweden and Turkey | Hünkar KORKMAZ, Müesser İlknur ACUN | 193–227 |
| Family’s demands for paid care services at home in early childhood period | Hüseyin YOLCU | 228–257 |
| Creativity and tolerance: A research on preschool teacher candidates | Hilal YILMAZ, Yıldız GÜVEN | 258–277 |
| The effects of Montessori training program for mothers on mathematics and daily living skills of 4-5 year-old Montessori children | Fatma Ülkü YILDIZ, Aysel ÇAĞDAŞ | 278–299 |
| Pre-service early childhood educators’ point of views regarding center - based infant-toodler education | Şenil ÜNLÜ ÇETİN | 300–334 |
| Collaborative learning in kindergarten: Challenge or reality? | Eleni ZİSOPOULOU | 335–351 |
| The relationship between parents’ criteria when choosing a preschool and their socioeconomic level | Ergül DEMİR, Emel DURMAZ, Kader KARADENİZ AKDOĞAN | 352–379 |
| Miller Function and Participation Scales: The study of validity and reliability for children aged 48-95 months | Hande USBAŞ, Rengin ZEMBAT | 406–439 |
| Timely promotion as a motivation factor for job performance among pre-primary school teachers: Observations from Tanzania | Laurent GABRIEL NDIJUYE, Pambas Basil TANDIKA | 440–456 |
| Evaluating the awareness of child paticipation for pre-serves teachers | Zeliha YAZICI, Begümhan YÜKSEL | 457–477 |
| An examination of the relationship between the counselling qualifications and the classroom management skills of pre-school teachers | Hülya BİLGİN | 478–492 |
| An investigation of illustrated children’s books that focus on special needs | İbrahim Halil DİKEN, Sima KIRKGÖZ | 493–513 |