Doğada Öğrenmek: Gelişim Yetersizliği olan Çocukların Eğitim Süreçlerinde Doğa Temelli Eğitim Uygulamaları
Abstract
Doğa ile etkileşim çocukların yaşamının önemli bir parçasıdır. Doğa, günlük yaşamda çocukların gelişimlerini destekleyecek öğretim fırsatları sunmakta ve çocukların gelişimini çok boyutlu olarak etkilemektedir. Çocukların doğa ile etkileşime geçmesi, doğada serbest oyun, doğa yürüyüşleri, kamp deneyimleri, vahşi doğa maceraları, doğa temelli programlar, doğa temelli müfredat, doğa temelli anaokulları, orman okulları, okul bahçeleri şeklinde olabilmektedir. Eğitim sistemi içerisinde doğa temelli eğitim uygulamalarına yer verilerek gelişim yetersizliği olan çocukların gelişim alanlarına katkı sunulabilmektedir. Ayrıca doğanın kapsayıcı özelliği, tipik gelişim gösteren ve gelişim yetersizliği olan çocukların birlikte grup etkinliklerine katılmalarını ve akran ilişkilerini destekleyebilmektedir. Bu araştırma, doğa temelli eğitim uygulamalarının gelişim yetersizliği olan çocukların eğitim süreçlerine ve gelişimlerine katkısını ortaya koymak, ilgili araştırmaların bulgularını tartışmak ve öneriler sunmaktır. Bu amaç doğrultusunda alanyazında 2010-2024 yılları arasındaki gelişim yetersizliği olan çocuklara yönelik doğa temelli eğitim uygulamalarına ilişkin araştırmalara ulaşılmıştır. Sınırlı sayıdaki araştırma incelendiğinde, doğa temelli eğitim uygulamalarının, gelişim yetersizliği olan çocukların gelişimlerine olumlu katkı sağladığı ve birçok yönden çocukları desteklediği belirtilmektedir. Ulaşılan araştırmaların çoğunda otizm spektrum bozukluğu olan çocuklarla uygulamalar gerçekleştirildiği, çoğu araştırmada sosyal, motor becerilere odaklanıldığı görülmektedir. Bazı araştırmaların bulgularında ise açık hava ortamlarının çocuklar için geleneksel sınıflardan daha motive edici olduğu belirtilmektedir. Ayrıca çocukların yanı sıra öğretmenler koçluk uygulaması ile desteklendiğinde öğrencilerine doğa temelli etkinlikler tasarlayabildiği ve açık havada eğitim vermekten keyif aldıkları görülmektedir. Alanyazındaki araştırmalara bakıldığında, kanıta dayalı uygulamalar içeren doğa temelli eğitim uygulamalarına yönelik araştırmalara ihtiyaç duyulmaktadır. Ayrıca okulların mimari yapısı, bulunduğu çevrenin düzenlenmesi, müfredatın doğa temelli eğitim uygulamalarına yönelik gözden geçirilmesi ve öğretmenlerin doğa temelli eğitim uygulamalarına ilişkin bilgilendirilmesi önem taşımaktadır.
Keywords
Doğa doğa temelli eğitim uygulamaları açık hava temelli eğitim uygulamaları gelişim yetersizliği otizm spektrum bozukluğu
References
- Amiliya, R., & Harun, H. (2019). Natural based Learning for Early Childhood Cognitive Development. In International Conference on Special and Inclusive Education (ICSIE 2018) (274-278). Atlantis Press. DOI: 10.2991/icsie-18.2019.49
- Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews. Review of general psychology, 1(3), 311-320. https://doi.org/10.1037/1089-2680.1.3.311
- Carter, D. (2016). A Nature-Based Social-Emotional Approach to Supporting Young Children's Holistic Development in Classrooms with and without Walls: The Social-Emotional and Environmental Education Development (SEED) Framework. International Journal of Early Childhood Environmental Education, 4(1), 9-24.
- Cooper, A. (2015). Nature and the outdoor learning environment: The forgotten resource in early childhood education. International Journal of Early Childhood Environmental Education, 3(1), 85-97.
- Dolyka, A., Evaggelinou, C., Mouratidou, K., Koidou, I., Efthymiou, E., Nikolaou, E., & Katsarou, D. (2024). Enhancing Social Skills Development in Children with Autism Spectrum Disorder: An Evaluation of the “Power of Camp Inclusion” Program. Open Education Studies, 6(1), 20240004. https://doi.org/10.1515/edu-2024-0004
- Floresca JA. How nature walk program affects the behavior of children with learning disabilities. Educ Q Rev. 2020; 3(4): 500-509. DOI:10.31014/aior.1993.03.04.157
- Fiskum, T. A., & Jacobsen, K. (2015). Children with reading disabilities and outdoor education. International Education Research, 3(4), 1-15.
- Friedman, S., James, M., Brocklebank, J., Cox, S., & Morrison, S. (2023). Facilitating Nature-Based Learning With Autistic Students. Childhood Education, 99(4), 14-23. DOI: https://doi.org/10.1080/00094056.2023.2232275
- Friedman, S., A. Morrison, S., & Shibata, A. (2024). Practitioner perspectives on nature-based learning for autistic children. The Journal of Environmental Education, 1-15. DOI: https://doi.org/10.1080/00094056.2023.2232275
- Grinbergs, M. (2023). Inclusivity in Outdoor and Environmental Education for Students with Disabilities (Master's thesis, Roberts Wesleyan College (Rochester)).
- Güdelhöfer, I. (2016). Outdoor education and the inclusion of children with special needs: A case study from Germany. (Dissertation). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129652
- Ibrahim, A., & Cronin, K. A. (2020). The impact of summer camp on social skills for children with autism spectrum disorder. Journal of Education and Practice, 11(17), 129-137. DOI: 10.7176/JEP/11-17-14
- Jani, A., Montgomery, L., Cole, S., Smith, R. 2023. Nature-based Education in the 21st Century: A potential role for Augmented Reality? JP051.Natural England, University of Oxford and Oxfordshire County Council.
- Jo, Y. S., Koo, C. D., Hong, S. H., & You, J. H. (2016). The effect of forest activities on the movement skill and prosocial behavior of children with a developmental disability. Journal of Korean Society for People, Plants and Environment, 19(6), 659-666. DOI: https://doi.org/10.11628/ksppe.2016.19.6.659
- Kamacı, H. (2023). Doğa eğitiminin otizm spektrum bozukluğu olan çocukların sosyal becerilerine etkisinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı, Konya.
- Karaduman, H. ve Parlar, H. (2020). Gelişimsel yetersizliğe sahip çocuğu olan ve normal gelişim gösteren çocuğa sahip ebeveynlerin aile yaşam kalitesi algılarının incelenmesi. İZÜ Eğitim Dergisi, 2 (3) 101-121.DOI: https://doi.org/10.46423/izujed.752103
- Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170-189.
- Kuo, M., Barnes, M., & Jordan, C. (2022). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. High-Quality Outdoor Learning, 47-66. DOI: https://doi.org/10.3389/fpsyg.2019.00305
- Martin, C. A., Drasgow, E., & Halle, J. W. (2015). Training teachers to enhance the play skills of young children with developmental disabilities during outdoor time by embedding instructional interactions. Journal of Early Intervention, 37(4), 247-269. DOI: https://doi.org/10.1177/1053815115620209
- Miller, N. C., Kumar, S., Pearce, K. L., & Baldock, K. L. (2021). The outcomes of nature-based learning for primary school aged children: a systematic review of quantitative research. Environmental Education Research, 27(8), 1115-1140. DOI: https://doi.org/10.1080/13504622.2021.1921117
- Newman, Graham, "Nature-Based-Learning for Students with Disabilities" (2020). Culminating Projects in Special Education. 93. https://repository.stcloudstate.edu/sped_etds/93
- Rynders, J. E., Schleien, S. J., & Mustonen, T. (1990). Integrating children with severe disabilities for intensified outdoor education: Focus on feasibility. Mental retardation, 28(1), 7-14.
- Salsabila, S., & Muna, Z. F. L. (2023). Analysis of Nature-Based-Learning for Children with Autism Spectrum Disorder in Elementary School Age: A Systematic Review. Special and Inclusive Education Journal, 4(1), 50-55. DOI: https://doi.org/10.36456/special.vol4.no1.a7288
- Sailakumar, S., & Naachimuthu, K. P. (2017). A phenomenological approach to understand the nature based experiences and its influence on holistic development. Indian Journal of Positive Psychology, 8(2).
- Samantha Friedman, Jenny Gibson, Catherine Jones & Claire Hughes (2024) ‘A new adventure’: a case study of autistic children at Forest School, Journal of Adventure Education and Outdoor Learning, 24:2, 202-218, DOI: 10.1080/14729679.2022.211552
- Schleien, S., Hornfeldt, D., & McAvoy, L. (1994). Integration and environmental/outdoor education: The impact of integrating students with severe developmental disabilities on the academic performance of peers without disabilities. Therapeutic Recreation Journal, 28(1), 25-34.
- Supramaniam, S. D., Yee, L. S., & Rahman, M. N. A. (2021). Potential Development of Nature-Based Curriculum for Preschool Children: A Preliminary Survey. Journal of Contemporary Social Science and Education Studies (JOCSSES) E-ISSN-2785-8774, 1(2), 116-120.
- Temiz, Z., & Semiz, G. K. (2019). En iyi öğretmenim doğa: Okul öncesinde doğa temelli eğitim uygulamaları projesi kapsamında hazırlanan öğretmen etkinlikleri. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 8(1), 314-331. https://doi.org/10.15869/itobiad.488735
- Zachor, D. A., Vardi, S., Baron‐Eitan, S., Brodai‐Meir, I., Ginossar, N., & Ben‐Itzchak, E. (2017). The effectiveness of an outdoor adventure programme for young children with autism spectrum disorder: a controlled study. Developmental Medicine & Child Neurology, 59(5), 550-556. https://doi.org/10.1111/dmcn.13337
Learning in Nature: Nature-Based Education Practices in the Education Processes of Children with Developmental Disabilities
Abstract
Interaction with nature is an important part of children's lives. Nature offers teaching opportunities to support children's development in daily life and affects children's development in a multidimensional way. Children's interaction with nature can be in the form of free play in nature, nature walks, camping experiences, wild nature adventures, nature-based programmes, nature-based curriculum, nature-based kindergartens, forest schools, school gardens. By including nature-based education practices in the education system, it is possible to contribute to the developmental areas of children with developmental disabilities. In addition, the inclusive feature of nature can support the participation of children with typical development and children with developmental disabilities in group activities together and support their peer relations. The aim of this study is to reveal the contribution of nature-based education practices to the educational processes and development of children with developmental disabilities, to discuss the findings of related studies and to offer suggestions. In line with this purpose, studies on nature-based education practices for children with developmental disabilities between 2010 and 2024 were found in the literature. A limited number of studies were analysed and it was found that nature-based education practices contributed positively to the development of children with developmental disabilities and supported children in many ways. In most of the studies, it is seen that applications are carried out with children with autism spectrum disorder and most of the studies focus on social and motor skills. In the findings of some studies, it is stated that outdoor environments are more motivating for children than traditional classrooms. In addition to children, when teachers are supported with coaching, they can design nature-based activities for their students and enjoy outdoor education. Considering the research in the literature, there is a need for research on nature-based education practices that include evidence-based practices. In addition, it is important that the architectural structure of the schools, the organisation of the environment, the curriculum should be reviewed for nature-based education practices and teachers should be informed about nature-based education practices.
Keywords
Nature nature-based education practices outdoor-based education practices developmental disabilities autism spectrum disorder
References
- Amiliya, R., & Harun, H. (2019). Natural based Learning for Early Childhood Cognitive Development. In International Conference on Special and Inclusive Education (ICSIE 2018) (274-278). Atlantis Press. DOI: 10.2991/icsie-18.2019.49
- Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews. Review of general psychology, 1(3), 311-320. https://doi.org/10.1037/1089-2680.1.3.311
- Carter, D. (2016). A Nature-Based Social-Emotional Approach to Supporting Young Children's Holistic Development in Classrooms with and without Walls: The Social-Emotional and Environmental Education Development (SEED) Framework. International Journal of Early Childhood Environmental Education, 4(1), 9-24.
- Cooper, A. (2015). Nature and the outdoor learning environment: The forgotten resource in early childhood education. International Journal of Early Childhood Environmental Education, 3(1), 85-97.
- Dolyka, A., Evaggelinou, C., Mouratidou, K., Koidou, I., Efthymiou, E., Nikolaou, E., & Katsarou, D. (2024). Enhancing Social Skills Development in Children with Autism Spectrum Disorder: An Evaluation of the “Power of Camp Inclusion” Program. Open Education Studies, 6(1), 20240004. https://doi.org/10.1515/edu-2024-0004
- Floresca JA. How nature walk program affects the behavior of children with learning disabilities. Educ Q Rev. 2020; 3(4): 500-509. DOI:10.31014/aior.1993.03.04.157
- Fiskum, T. A., & Jacobsen, K. (2015). Children with reading disabilities and outdoor education. International Education Research, 3(4), 1-15.
- Friedman, S., James, M., Brocklebank, J., Cox, S., & Morrison, S. (2023). Facilitating Nature-Based Learning With Autistic Students. Childhood Education, 99(4), 14-23. DOI: https://doi.org/10.1080/00094056.2023.2232275
- Friedman, S., A. Morrison, S., & Shibata, A. (2024). Practitioner perspectives on nature-based learning for autistic children. The Journal of Environmental Education, 1-15. DOI: https://doi.org/10.1080/00094056.2023.2232275
- Grinbergs, M. (2023). Inclusivity in Outdoor and Environmental Education for Students with Disabilities (Master's thesis, Roberts Wesleyan College (Rochester)).
- Güdelhöfer, I. (2016). Outdoor education and the inclusion of children with special needs: A case study from Germany. (Dissertation). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129652
- Ibrahim, A., & Cronin, K. A. (2020). The impact of summer camp on social skills for children with autism spectrum disorder. Journal of Education and Practice, 11(17), 129-137. DOI: 10.7176/JEP/11-17-14
- Jani, A., Montgomery, L., Cole, S., Smith, R. 2023. Nature-based Education in the 21st Century: A potential role for Augmented Reality? JP051.Natural England, University of Oxford and Oxfordshire County Council.
- Jo, Y. S., Koo, C. D., Hong, S. H., & You, J. H. (2016). The effect of forest activities on the movement skill and prosocial behavior of children with a developmental disability. Journal of Korean Society for People, Plants and Environment, 19(6), 659-666. DOI: https://doi.org/10.11628/ksppe.2016.19.6.659
- Kamacı, H. (2023). Doğa eğitiminin otizm spektrum bozukluğu olan çocukların sosyal becerilerine etkisinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı, Konya.
- Karaduman, H. ve Parlar, H. (2020). Gelişimsel yetersizliğe sahip çocuğu olan ve normal gelişim gösteren çocuğa sahip ebeveynlerin aile yaşam kalitesi algılarının incelenmesi. İZÜ Eğitim Dergisi, 2 (3) 101-121.DOI: https://doi.org/10.46423/izujed.752103
- Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170-189.
- Kuo, M., Barnes, M., & Jordan, C. (2022). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. High-Quality Outdoor Learning, 47-66. DOI: https://doi.org/10.3389/fpsyg.2019.00305
- Martin, C. A., Drasgow, E., & Halle, J. W. (2015). Training teachers to enhance the play skills of young children with developmental disabilities during outdoor time by embedding instructional interactions. Journal of Early Intervention, 37(4), 247-269. DOI: https://doi.org/10.1177/1053815115620209
- Miller, N. C., Kumar, S., Pearce, K. L., & Baldock, K. L. (2021). The outcomes of nature-based learning for primary school aged children: a systematic review of quantitative research. Environmental Education Research, 27(8), 1115-1140. DOI: https://doi.org/10.1080/13504622.2021.1921117
- Newman, Graham, "Nature-Based-Learning for Students with Disabilities" (2020). Culminating Projects in Special Education. 93. https://repository.stcloudstate.edu/sped_etds/93
- Rynders, J. E., Schleien, S. J., & Mustonen, T. (1990). Integrating children with severe disabilities for intensified outdoor education: Focus on feasibility. Mental retardation, 28(1), 7-14.
- Salsabila, S., & Muna, Z. F. L. (2023). Analysis of Nature-Based-Learning for Children with Autism Spectrum Disorder in Elementary School Age: A Systematic Review. Special and Inclusive Education Journal, 4(1), 50-55. DOI: https://doi.org/10.36456/special.vol4.no1.a7288
- Sailakumar, S., & Naachimuthu, K. P. (2017). A phenomenological approach to understand the nature based experiences and its influence on holistic development. Indian Journal of Positive Psychology, 8(2).
- Samantha Friedman, Jenny Gibson, Catherine Jones & Claire Hughes (2024) ‘A new adventure’: a case study of autistic children at Forest School, Journal of Adventure Education and Outdoor Learning, 24:2, 202-218, DOI: 10.1080/14729679.2022.211552
- Schleien, S., Hornfeldt, D., & McAvoy, L. (1994). Integration and environmental/outdoor education: The impact of integrating students with severe developmental disabilities on the academic performance of peers without disabilities. Therapeutic Recreation Journal, 28(1), 25-34.
- Supramaniam, S. D., Yee, L. S., & Rahman, M. N. A. (2021). Potential Development of Nature-Based Curriculum for Preschool Children: A Preliminary Survey. Journal of Contemporary Social Science and Education Studies (JOCSSES) E-ISSN-2785-8774, 1(2), 116-120.
- Temiz, Z., & Semiz, G. K. (2019). En iyi öğretmenim doğa: Okul öncesinde doğa temelli eğitim uygulamaları projesi kapsamında hazırlanan öğretmen etkinlikleri. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 8(1), 314-331. https://doi.org/10.15869/itobiad.488735
- Zachor, D. A., Vardi, S., Baron‐Eitan, S., Brodai‐Meir, I., Ginossar, N., & Ben‐Itzchak, E. (2017). The effectiveness of an outdoor adventure programme for young children with autism spectrum disorder: a controlled study. Developmental Medicine & Child Neurology, 59(5), 550-556. https://doi.org/10.1111/dmcn.13337
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Special Education and Disability (Other) |
| Journal Section | Review |
| Authors | |
| Submission Date | April 29, 2025 |
| Acceptance Date | November 10, 2025 |
| Publication Date | April 30, 2026 |
| DOI | https://doi.org/10.36731/cg.1686695 |
| IZ | https://izlik.org/JA79FD35WH |
| Published in Issue | Year 2026 Issue: Özel Sayı |
Aim & Scope
Journal of Child and Development (J-CAD) is a peer-reviewed, academic, and open-access journal dedicated to the dissemination of scientific knowledge within the fields of child development, child health, education, psychology, social work, family studies, and related disciplines. The journal aims to enhance the visibility of theoretical and applied research while fostering scientific interaction within the global academic community.
The journal publishes scholarly works regarding developmental processes from early childhood to adolescence, focusing on cognitive, socio-emotional, linguistic, motor, and self-care development. Furthermore, JCD features interdisciplinary studies examining the familial, educational, environmental, and societal structures that influence the child.
J-CAD encompasses a broad disciplinary scope focusing on the individual, familial, educational, and social processes that shape child and adolescent development. Within this framework, the journal welcomes the following types of studies:
Child development theories, developmental processes, and contemporary scientific approaches.
Parenting, family-child dynamics, and early childhood interventions.
Preschool education curricula, teacher training, and pedagogical practices.
Physical health, nutritional status, risk factors, and developmental support applications.
Child psychology, behavioral issues, learning processes, and emotional development.
Social and cultural environments and development within a societal context.
Child rights, child protection systems, and social work practices.
Child-technology interaction and the impact of digitalization on development.
Scale development, psychometrics, program evaluation, and the development of scientific assessment tools.
The journal publishes Original Research Articles, Reviews, Short Communications, and Application/Research Notes.
Publication Language Policy
To enhance international visibility and strengthen publishing standards, the journal will exclusively consider manuscripts written in English for evaluation as of January 2026. This policy has been implemented to facilitate the journal’s inclusion in international indexes, reach a global readership, and ensure the high-quality circulation of scholarly knowledge produced in the field.
Journal of Child and Development is committed to providing a continuous contribution to the field of child development by supporting the publication of high-caliber academic research.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cgThe journal publishes scholarly works regarding developmental processes from early childhood to adolescence, focusing on cognitive, socio-emotional, linguistic, motor, and self-care development. Furthermore, J-CAD features interdisciplinary studies examining the familial, educational, environmental, and societal structures that influence the child.
J-CAD encompasses a broad disciplinary scope focusing on the individual, familial, educational, and social processes that shape child and adolescent development. Within this framework, the journal welcomes the following types of studies:
• Child development theories, developmental processes, and contemporary scientific approaches.
• Parenting, family-child dynamics, and early childhood interventions.
• Preschool education curricula, teacher training, and pedagogical practices.
• Physical health, nutritional status, risk factors, and developmental support applications.
• Child psychology, behavioral issues, learning processes, and emotional development.
• Social and cultural environments and development within a societal context.
• Child rights, child protection systems, and social work practices.
• Child-technology interaction and the impact of digitalization on development.
• Scale development, psychometrics, program evaluation, and the development of scientific assessment tools.
The journal publishes Original Research Articles, Reviews, Short Communications, and Application/Research Notes.
Publication Language Policy
To enhance international visibility and strengthen publishing standards, the journal will exclusively consider manuscripts written in English for evaluation as of January 2026. This policy has been implemented to facilitate the journal’s inclusion in international indexes, reach a global readership, and ensure the high-quality circulation of scholarly knowledge produced in the field.
Journal of Child and Development is committed to providing a continuous contribution to the field of child development by supporting the publication of high-caliber academic research.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cg
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Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cg
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Conflict of interest is strictly monitored during reviewer assignments. If a conflict between authors and reviewers is identified, the process is restructured.
Confidentiality of the double-blind review process is maintained; author and reviewer identities are strictly protected.
Editors ensure compliance with ethical guidelines regarding human and animal subjects. Studies lacking the necessary ethics committee approval will not be considered for evaluation.
RESPONSIBILITIES OF REVIEWERS
J-CAD employs a double-blind peer-review system. Reviewers cannot communicate directly with authors; all feedback is transmitted through the editorial system.
Reviewers must only accept manuscripts within their specific area of expertise.
Evaluations must be objective and based solely on scientific quality, regardless of race, gender, ethnicity, language, belief, or socio-cultural characteristics of the authors.
Reviewers must decline the invitation and notify the editor if a conflict of interest exists.
Reviews must be conducted using constructive, professional, and academic language; personal or derogatory comments are strictly prohibited.
Reviewers are expected to submit their reports within the designated timeframe.
RESPONSIBILITIES OF AUTHORS
Originality: Submitted works must not have been previously published or be under simultaneous consideration by another journal.
Authorship: Only individuals who have made a significant scientific contribution to the study (design, data collection, analysis, interpretation, or intellectual content) should be listed as authors. Requests to add, remove, or reorder authors after submission will not be accepted.
Citations: All sources used must be accurately and ethically cited.
Ethical Documentation: For research articles, ethics committee approval (name of the committee, date, and decision number) must be explicitly stated in the Methods section.
Similarity Report: Authors must document their similarity reports using iThenticate. The acceptable similarity threshold is below 20%.
Data Access: Authors must provide raw data or relevant documentation if requested by the Editorial Board during the evaluation process.
Error Reporting: If an author identifies a significant error in their work at any stage, they must immediately notify the editor to correct or withdraw the manuscript.
COPYRIGHT AND PLAGIARISM
Studies published in JCD are licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 (CC BY-NC-SA 4.0) International License. This allows others to share and adapt the work for non-commercial purposes, provided appropriate credit is given.
Copyright Transfer: Authors must upload the signed “Copyright Transfer Form” during submission. Submissions without this form will not be processed.
Unethical Behavior: Examples of unacceptable practices include "salami-slicing" (inappropriately dividing a single study into multiple publications), failure to disclose conflicts of interest, and breach of double-blind review confidentiality.
DATA PRIVACY AND CHILD RIGHTS POLICY
J-CAD adheres to human rights, child rights, data privacy, and ethical principles in pediatric research.
Consent: Informed consent from parents or legal guardians is mandatory. Participant safety, voluntariness, and privacy are paramount.
Anonymity: No personal data, photographs, or identifying information of children may be shared. Directly or indirectly identifying information is strictly prohibited in the findings.
Compliance: The journal adopts the UN Convention on the Rights of the Child, national Personal Data Protection Laws (KVKK), and international ethical standards. Any breach of child rights will lead to immediate retraction and institutional notification.
POST-PUBLICATION CORRECTIONS, RETRACTIONS, AND APPEALS
Corrections: If an error is identified post-publication, a Corrigendum or Erratum may be issued.
Retractions: Retractions are conducted according to COPE Retraction Guidelines in cases of significant ethical breaches or scientific errors.
Appeals: Authors may appeal editorial decisions in writing with scientific justifications. Appeals are reviewed impartially by the Editorial Board.
Self-Archiving: J-CAD supports open science. Authors may archive the published version of their articles in institutional repositories or personal websites, provided the original journal source is cited.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cg
Price Policy
Indexes
Journal Boards
Alan Editörleri
Department of Child Development, Faculty of Health Sciences, İnönü University, Malatya, Türkiye
ORCID: 0000-0003-1784-4472
E-mail: mehmet.saglam@inonu.edu.tr
Prof. Dr. Neriman ARAL Ankara’ da doğdu. Hacettepe Üniversitesi Çocuk Gelişimi ve Eğitimi Bölümünden 1983 yılında mezun oldu. Aynı üniversitede 1986 yılında Yüksek Lisansını tamamladıktan sonra, Ankara Üniversitesinde ve Hacettepe Üniversitesinde doktora öğrenimine başladı. Ankara Üniversitesinde 1990 yılında, Hacettepe Üniversitesinde 1992 yılında doktorasını tamamladı. Cerebral Palsyli çocukların eğitim ve rehabilitasyonu ile ilgili bir merkezde 1983- 1986 yılları arasında Çocuk Gelişimi ve Eğitimi Uzmanı olarak çalıştı. Ankara Üniversitesi Ziraat Fakültesi Ev Ekonomisi Yüksek Okulu Çocuk Gelişimi Anabilim Dalına 1987 yılında araştırma görevlisi, 1992 yılında Yardımcı Doçent olarak atandı, 1995 yılında Doçent unvanını aldı, 2001 yılında Profesör kadrosuna atandı.
Ankara Üniversitesi Ziraat Fakültesi Ev Ekonomisi Yüksek Okulu Çocuk Gelişimi ve Eğitimi Anabilim Dalında 1998-2000 yılları arasında Anabilim Dalı başkanlığı, 2004-2007 yılları arasında Çocuk Gelişimi ve Eğitimi Bölüm başkanlığı, 2000-2007 yılları arasında Ev Ekonomisi Yüksek Okulu Müdür yardımcılığı, 2012-2017 yılları arasında Ankara Üniversitesi Çocuk Bilim Merkezi koordinatörlüğü görevlerini yürüttü. Ankara Üniversitesi Sağlık Bilimleri Fakültesinde Çocuk Gelişimi Bölümü kurulduktan sonra 2009 yılında profesörlük kadrosu Çocuk Gelişimi Bölümüne aktarıldı. Çocuk Gelişimi Bölümünde 2009-2017 yılları arasında Bölüm Başkanlığı yaptı. Ankara Üniversitesi Sağlık Bilimleri Fakültesi dekanlık görevini 2017- 2020 tarihleri arasında yürüttü.
Başbakanlık Küçükleri Muzır Neşriyattan Koruma Kurulu’nda YÖK Temsilcisi olarak 2001-2007 yılları arasında görev yaptı. University at Buffalo The State University of New York Institute of Education, Department of Learning and Teaching Early Years and Childhood bölümünde 2011 yılında üç ay süreyle misafir araştırmacı olarak gözlem ve incelemelerde bulundu.
Uluslararası ve ulusal dergilerde makaleleri, kitaplarda bölüm yazarlığı ve alana yönelik birçok kitabı bulunan Prof. Dr. Neriman ARAL, uluslararası ve ulusal birçok kongrede bildiriler sundu, bilimsel kongre organizasyonlarında görevler yaptı.
Dr. ARAL; T.C. Başbakanlık Aile Araştırma Kurumu tarafından desteklenen projede araştırmacı, Üniversite kaynaklarınca desteklenen bir çok projede yürütücü ve araştırmacı, Milli Eğitim Bakanlığı Okul Öncesi Eğitimi Genel Müdürlüğü ile Avrupa Birliği ve UNICEF tarafından desteklenen Temel Eğitime Destek Projesinde Araştırmacı ve koordinatör, Avrupa Birliği tarafından desteklenen projelerde Araştırmacı, Koordinatör, Eğitim Ekip Lideri ve Ulusal Danışman, TÜBİTAK tarafından desteklenen Sanayi-Ar-Ge Projeleri Destekleme Programında Ulusal Danışman, Ankara Kalkınma Ajansı tarafından desteklenen Projelerde Yürütücü, araştırmacı, TÜBİTAK tarafından desteklenen toplum ve bilim projelerinde Yürütücü, Danışman ve Eğitmen olarak görev yaptı. Halen Ankara Üniversitesi Sağlık Bilimleri Fakültesi Çocuk Gelişimi Bölümü öğretim üyesi olarak görevine devam etmektedir. Evli ve bir çocuk annesidir.
Doç. Dr. Burçin Aysu Kadıköy’de doğdu. Gazi Üniversitesi Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünden mezun olduktan sonra Ankara Üniversitesi Fen Bilimleri Enstitüsü Ev Ekonomisi (Çocuk Gelişimi ve Eğitimi) Bölümünde yüksek lisansını, Ankara Üniversitesi Sağlık Bilimleri Enstitüsü Çocuk Gelişimi Bölümünde doktora öğrenimini tamamladı. İstanbul Üniversitesi Açık ve Uzaktan Eğitim Fakültesi Çocuk Gelişimi Bölümünden ikinci lisans derecesini aldı. Özel ve resmi okul öncesi eğitim kurumlarında öğretmen ve sorumlu müdür, Ahi Evran Üniversitesi Sağlık Yüksekokulu Çocuk Gelişimi Bölümünde Öğretim Görevlisi olarak çalıştıktan sonra Ankara Yıldırım Beyazıt Üniversitesi Sağlık Bilimleri Fakültesi Çocuk Gelişimi Bölümünde Dr. Öğr. Üyesi olarak çalışmaya başlamıştır. 2023 yılında Üniversitelerarası Kurul Başkanlığından doçent unvanını almıştır. Ulusal ve uluslararası dergilerde makaleleri ve kitap bölümleri bulunmaktadır.
Ankara Üniversitesi’nde 1988 yılında “Lisans”, 1993 yılında Gazi Üniversitesi’nde “Yüksek Lisans”, 2004 yılında Gazi Üniversitesi’nde “Doktora” öğrenimini tamamladı. 2006 yılında Çocuk Gelişimi ve İnsan İlişkileri Anabilim Dalı’nda “Yardımcı Doçent”, 2013 yılında Çocuk Gelişimi alanında “Doçent”, 2020 yılında ise Gazi Eğitim Fakültesi, Temel Eğitim Bölümü, Okul Öncesi Eğitimi Anabilim Dalı’nda “Profesör” unvanını aldı. Gazi Üniversitesi Gazi Eğitim Fakültesi Temel Eğitim Bölümü Okul Öncesi Eğitimi Ana Bilim Dalı Başkan yardımcısı, başkan ve Gazi Üniversitesi Çocuk Gelişimi Araştırma, Uygulama ve Eğitim Merkezi müdürlüğü görevlerini yürüttü. Halen Gazi Eğitim Fakültesi Temel Eğitim Bölümü başkan yardımcısı görevini yürütmekte olup, Temel Eğitim Bölümü Okul Öncesi Eğitimi Anabilim Dalı’nda öğretim üyesi olarak görevine devam etmektedir. Çocuk gelişimi ve eğitimi, okul öncesi eğitim alanları ile ilgili çalışmaları bulunmaktadır.
