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

Yıl 2026, Cilt: 27 Sayı: 1, 357 - 386, 31.01.2026

Burcu Ozdemir Beceren , Ceren Baydemir

https://doi.org/10.29299/kefad.1649823

Öz

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.

Anahtar Kelimeler

Social Emotional Learning Preschool Education Pre-service Preschool Teacher TÜBİTAK 2237-A Early Childhood Education

Proje Numarası

1129B372401219

Kaynakça

  • Adams, S. K., MacLeod, J., Kim, H., Behm, S., & Porto, N. (2022). The role of professional development in bridging high-quality social-emotional learning in laboratory and community preschools. Perspectives on Early Childhood Psychology and Education, 6(2), 3. https://doi.org/10.58948/2834-8257.1012
  • Apaydın Demirci, Z. (2023). An examination of the effects of the “I Can Do It” social emotional learning program on preschool children’s social skills, peer relationships, and executive functions [Doctoral dissertation, Ankara University]. National Thesis Center.
  • Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
  • Berberoğlu, M. M. (2021). A case study on developing social emotional learning skills awareness among pre-service teachers [Master’s thesis, Bahçeşehir University]. National Thesis Center.
  • Bierman, K. L. & Motamedi, M. (2015). SEL Programs for Preschool Children,” In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, and T. P. Gullotta (Ed.) Handbook on social and emotional learning: Research and practice (pp. 135–150). Guilford.
  • Blewitt, C., O’Connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021). It’s embedded in what we do for every child: A qualitative exploration of early childhood educators’ perspectives on supporting children’s social and emotional learning. International Journal of Environmental Research and Public Health, 18(4), 1530. https://doi.org/10.3390/ijerph18041530
  • Boz, A. (2019). An examination of pre-service teachers’ perceptions of distance education in the context of technology acceptance and use (Unpublished master’s thesis). Necmettin Erbakan University, Institute of Educational Sciences, Konya.
  • Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and personality psychology compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
  • Cochran, L. M., & Peters, M. P. (2023). Mindful preparation: An exploration of the effects of mindfulness and SEL training on pre-service teacher efficacy and empathy. Teaching and Teacher Education, 123, 103986. https://doi.org/10.1016/j.tate.2022.103986
  • Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. ERIC Clearinghouse.
  • Collaborative for Academic, Social, and Emotional Learning (CASEL). (2025). What is the CASEL Framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189.
  • Cranmer, G. (2017). One-group pretest–posttest design. In The SAGE Encyclopedia of Communication Research Methods (Vol. 4, pp. 1125-1126). SAGE Publications, Inc, https://doi.org/10.4135/9781483381411
  • Creswell, J W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
  • Cross Francis, D., Liu, J., Bharaj, P. K., & Eker, A. (2019). Integrating social-emotional and academic development in teachers’ approaches to educating students. Policy Insights from the Behavioral and Brain Sciences, 6(2), 138-146. https://doi.org/10.1177/23727322198643
  • Demiröz, S. (2022). An examination of the relationship between classroom teachers’ perceptions of the emergency remote education period and their digital teaching competencies and lifelong learning competencies (Unpublished master’s thesis). Kocaeli University, Institute of Social Sciences, Kocaeli.
  • Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it?. Early Education and Development, 17(1), 57-89. https://doi.org/10.1207/s15566935eed1701_4
  • Dereli-İman, E. ve Deli, H. (2022). Pre-service preschool teachers’ views on the distance education process. Journal of Early Childhood Studies, 6(3), 530-557. https://doi.org/10.24130/eccdjecs.1967202263450
  • Dolzhenko, I. N. (2017). Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes. University of North Texas.
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Okul Öncesi Öğretmenliğinde Sosyal Duygusal Öğrenme Becerilerinin Geliştirilmesi: Bir Eğitim Programının Etkileri

Yıl 2026, Cilt: 27 Sayı: 1, 357 - 386, 31.01.2026

Burcu Ozdemir Beceren , Ceren Baydemir

https://doi.org/10.29299/kefad.1649823

Öz

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.

Anahtar Kelimeler

Sosyal Duygusal Öğrenme Okul Öncesi Eğitim Okul Öncesi Öğretmen Adayları TÜBİTAK 2237-A Erken Çocukluk Eğitimi

Etik Beyan

Yapılan bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Çalışma, Çanakkale Onsekiz Mart Üniversitesi Lisansüstü Eğitim Enstitüsü Etik Kurulu’nun 06.12.2024 tarih ve E-84026528-050.99– 2400315826 sayılı izni doğrultusunda gerçekleştirilmiştir.

Destekleyen Kurum

TÜBİTAK

Proje Numarası

1129B372401219

Teşekkür

TÜBİTAK 2237-A Eğitim Etkinlikleri Destekleme Programı kapsamında 2024 yılı 2. Dönem projesi olarak desteklenen “Geleceği Şekillendirenler: Okul Öncesi Öğretmen Adayları için Sosyal Duygusal Öğrenme” isimli projeye desteklerinden ötürü TÜBİTAK’a teşekkür ederiz. Ayrıca proje ekibinde yer alan eğitmenler Prof. Dr. Gülden UYANIK, Prof. Dr. Rengin ZEMBAT, Prof. Dr. Çiğdem ŞAHİN TAŞKIN, Doç. Dr. Atiye ADAK ÖZDEMİR, Doç. Dr. Asude BALABAN DAĞAL, Doç. Dr. Fatma Özge ÜNSAL AKSEBZECİ, Doç. Dr. Türker SEZER, Dr. Öğr. Üyesi Sedat BECEREN, Dr. Öğr. Üyesi Handan DOĞAN ve Arş. Gör. Dr. Esine DİBEK’e projenin gerçekleştirilmesi sürecindeki katkı ve emeklerinden dolayı teşekkür ederiz. Projeye katılan okul öncesi öğretmen adaylarına teşekkür ederiz.

Kaynakça

  • Adams, S. K., MacLeod, J., Kim, H., Behm, S., & Porto, N. (2022). The role of professional development in bridging high-quality social-emotional learning in laboratory and community preschools. Perspectives on Early Childhood Psychology and Education, 6(2), 3. https://doi.org/10.58948/2834-8257.1012
  • Apaydın Demirci, Z. (2023). An examination of the effects of the “I Can Do It” social emotional learning program on preschool children’s social skills, peer relationships, and executive functions [Doctoral dissertation, Ankara University]. National Thesis Center.
  • Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
  • Berberoğlu, M. M. (2021). A case study on developing social emotional learning skills awareness among pre-service teachers [Master’s thesis, Bahçeşehir University]. National Thesis Center.
  • Bierman, K. L. & Motamedi, M. (2015). SEL Programs for Preschool Children,” In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, and T. P. Gullotta (Ed.) Handbook on social and emotional learning: Research and practice (pp. 135–150). Guilford.
  • Blewitt, C., O’Connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021). It’s embedded in what we do for every child: A qualitative exploration of early childhood educators’ perspectives on supporting children’s social and emotional learning. International Journal of Environmental Research and Public Health, 18(4), 1530. https://doi.org/10.3390/ijerph18041530
  • Boz, A. (2019). An examination of pre-service teachers’ perceptions of distance education in the context of technology acceptance and use (Unpublished master’s thesis). Necmettin Erbakan University, Institute of Educational Sciences, Konya.
  • Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and personality psychology compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
  • Cochran, L. M., & Peters, M. P. (2023). Mindful preparation: An exploration of the effects of mindfulness and SEL training on pre-service teacher efficacy and empathy. Teaching and Teacher Education, 123, 103986. https://doi.org/10.1016/j.tate.2022.103986
  • Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. ERIC Clearinghouse.
  • Collaborative for Academic, Social, and Emotional Learning (CASEL). (2025). What is the CASEL Framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189.
  • Cranmer, G. (2017). One-group pretest–posttest design. In The SAGE Encyclopedia of Communication Research Methods (Vol. 4, pp. 1125-1126). SAGE Publications, Inc, https://doi.org/10.4135/9781483381411
  • Creswell, J W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
  • Cross Francis, D., Liu, J., Bharaj, P. K., & Eker, A. (2019). Integrating social-emotional and academic development in teachers’ approaches to educating students. Policy Insights from the Behavioral and Brain Sciences, 6(2), 138-146. https://doi.org/10.1177/23727322198643
  • Demiröz, S. (2022). An examination of the relationship between classroom teachers’ perceptions of the emergency remote education period and their digital teaching competencies and lifelong learning competencies (Unpublished master’s thesis). Kocaeli University, Institute of Social Sciences, Kocaeli.
  • Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it?. Early Education and Development, 17(1), 57-89. https://doi.org/10.1207/s15566935eed1701_4
  • Dereli-İman, E. ve Deli, H. (2022). Pre-service preschool teachers’ views on the distance education process. Journal of Early Childhood Studies, 6(3), 530-557. https://doi.org/10.24130/eccdjecs.1967202263450
  • Dolzhenko, I. N. (2017). Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes. University of North Texas.
  • Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416. https://doi.org/10.1111/cdev.12739
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A Meta-analysis of school-based universal interventions. Child Development, 82 (1), 474-501. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Elias, M.J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R., Schwab-Stone, M.E., & Shriver, T.P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Esen Aygün, H. ve Şahin Taşkın, Ç. (2016). The importance of social-emotional learning from the perspective of pre-service teachers. Mersin University Journal of the Faculty of Education, 12(1). https://doi.org/10.17860/efd.99868
  • Esen-Aygun, H., & Sahin-Taskin, C. (2017). Teachers' Views of Social-Emotional Skills and Their Perspectives on Social-Emotional Learning Programs. Journal of Education and Practice, 8(7), 205-215.
  • Esen-Aygün, H. ve Şahin-Taşkın, Ç. (2019). Social-emotional learning in teacher education programs. IHEC 2019, 85.
  • Ferreira, M., Reis-Jorge, J., & Batalha, S. (2021). Social and emotional learning in preschool education: A qualitative study with preschool teachers. International Journal of Emotional Education, 13(1), 51-66.
  • Garner, P., Bender, S., & Fedor, M. (2018). Mindfulness‐based SEL programming to increase preservice teachers’ mindfulness and emotional competence. Psychology in the Schools, 55(4), 377-390. https://doi.org/10.1002/pits.22114
  • Greenberg, M. T. (2023). Evidence for Social and Emotional Learning in Schools. Learning Policy Institute. https://files.eric.ed.gov/fulltext/ED630375.pdf
  • Gunter, L., Caldarella, P., Korth, B., & Young, K. (2012). Promoting social and emotional learning in preschool students: A study of strong start pre-k. Early Childhood Education Journal, 40(3), 151-159. https://doi.org/10.1007/s10643-012-0507-z
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. &, Tatham, R. L. (2013). Multivariate data analysis. Pearson Education Limited.
  • İnce Sezer, Ş. (2020). Adaptation of the “Devereux” preschool scale and evaluation of the effectiveness of the Second Step early intervention program [Doctoral dissertation, Hacettepe University]. National Thesis Center.
  • Jennings, P.A., Brown, J.L., Frank, J.L., Doyle, S.L., Oh, Y., Davis, R., Rasheed, D.S., DeWeese, A., DeMauro, A.A., Cham, H., & Greenberg, M.T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010-1028. http://dx.doi.org/10.1037/edu0000187
  • Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283-2290. https://doi.org/10.2105/AJPH.2015.302630
  • Jones, S. M., McGarrah, M. W. ve Kahn, J. (2021). Social and emotional learning in teacher preparation: What do we know and where do we go from here? Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.768512
  • Karacan-Özdemir, N. & Büyükçolpan, H. (2021). A scale development study: Social Emotional Learning Scale-Young Adult Form (SELS-YF). Kastamonu Education Journal, 29 (4), 205-218. https://doi.org/10.24106/kefdergi.822770
  • Karatepe, F., Küçükgençay, N. ve Peker, B. (2020). How do pre-service teachers perceive synchronous distance education? A survey study. International Journal of Social and Humanities Sciences Research (JSHSR), 7(53), 1262-1274. https://doi.org/10.26450/jshsr.1868
  • Katz, D.P., Mahfouz, J., & Romas, S. (2020). Creating a foundation of well-being for teachers and students starts with SEL curriculum in teacher education programs. Northwest Journal of Teacher Education, 15(2). https://doi.org/10.15760/nwjte.2020.15.2.5
  • Kaur, J., & Sharma, A. (2022). What do i know about social-emotional learning: A comparative analysis between public and private preschool teachers in Punjab. Sage Open, 12(2), 21582440221091254 https://doi.org/10.1177/21582440221091254
  • Kılıç, M. Y. (2022). An examination of pre-service teachers’ computer self-efficacy perceptions and their attitudes toward e-learning. Gazi University Journal of Gazi Faculty of Education, 42 (1), 239-272. https://doi.org/10.17152/gefad.942359
  • Kılıç, C. ve Bavlı, B. (2021). Social-emotional learning skills from the perspective of secondary school teachers: A phenomenological study. The Journal of Academic Social Science Studies, 14(86), 605-628. http://dx.doi.org/10.29228/JASSS.52187
  • Koç Tüylü, D. (2024). Development and evaluation of the effectiveness of a teacher professional development program aimed at supporting social-emotional learning skills in early childhood [Doctoral dissertation, Uludağ University]. National Thesis Center.
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650 Lapidot-Lefler, N. (2022). Promoting the use of social-emotional learning in online teacher education. International Journal of Emotional Education, 14(2), 19-35. https://doi.org/10.56300/HSZP5315
  • Liu, M., & Wang, Q. (2022). Research on the impact of the emotional expression of kindergarten teachers on children: From the perspective of the class micro-power relationship. Frontiers in Psychology, 13, 808847. https://doi.org/10.3389/fpsyg.2022.808847
  • Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
  • Masry-Herzallah, A. (2024). From social-emotional learning to social-emotional competence in Israeli-Palestinian teachers’ professional development. Teacher Development, 1–20. https://doi.org/10.1080/13664530.2024.2412041
  • MEB (2024). Ministry of National Education, General Directorate of Basic Education. Preschool Education Program. https://tegm.meb.gov.tr/dosya/okuloncesi/guncellenenokuloncesiegitimprogrami.pdf Millî Eğitim Bakanlığı [MEB] (2024). The Century of Türkiye Education Model: Preschool Education Program. https://tymm.meb.gov.tr/upload/program/2024programokuloncesiOnayli.pdf
  • Millî Eğitim Bakanlığı [MEB] (2025). Social Emotional Learning Skills. https://tymm.meb.gov.tr/beceriler/sosyal-duygusal-ogrenme-becerileri
  • Özdemir, D., Eruzun, H. M. ve Kuru, N. (2021). Social-emotional development in preschool education programs in Türkiye from 1952 to 2021. JRES, 8(2), 314-335. https://doi.org/10.51725/etad.944339
  • Özdemir Beceren, B. (2012). The effect of the “Strong Start” social-emotional learning program on the social and emotional development of five-year-old children [Doctoral dissertation, Marmara University]. National Thesis Center.
  • Özgöl, M., Sarıkaya, İ., & Öztürk, M. (2017). Student and faculty evaluations of distance education practices in formal education. Journal of Higher Education and Science. 7(2), 294-304. https://doi.org/10.5961/jhes.2017.208
  • Paliç, G., Alkan, A., Türker, M. ve Kırbaş, İ. (2024). Teachers’ views on social and emotional learning. Academıc Socıal Resources Journal, 8(55), 4090-4098. http://dx.doi.org/10.29228/ASRJOU RNAL.72861 Patton, M. Q. (2018). Qualitative inquiry and evaluation methods (3rd ed.). (Trans. Ed. M. Bütün & SB Demir). Pegem Academy.
  • Raver, C. C., Jones, S. M., Li‐Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low‐income preschoolers’ preacademic skills: self‐regulation as a mediating mechanism. Child Development, 82(1), 362-378. https://doi.org/10.1111/j.1467-8624.2010.01561.x
  • Schiepe-Tiska, A., Dzhaparkulova, A., & Ziernwald, L. (2021). A mixed-methods approach to investigating social and emotional learning at schools: Teachers’ familiarity, beliefs, training, and perceived school culture. Frontiers in Psychology, 12, 518634. https://doi.org/10.3389/fpsyg.2021.518634
  • Schonert-Reichl, K. A., Hanson-Peterson Jennifer, L., and Hymel Shelley. (2015). SEL and preservice teacher education. In J. A. Durlak, D. Celene, R. P. Weissberg, and T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 406–421). Guilford.
  • Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155. https://www.jstor.org/stable/44219025
  • Sugishita, J., & Dresser, R. (2019). Social-emotional learning (SEL) in a field course: Preservice teachers practice SEL-supportive ınstructional strategies. Journal of Inquiry and Action in Education, 10, 36-67.
  • Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
  • Uysal, H. (2016). Adaptation of the child component of the Incredible Years intervention program and investigation of the program’s effectiveness [Doctoral dissertation, Hacettepe University]. National Thesis Center.
  • Xie, S., Wu, D., & Li, H. (2022). The relationship between Chinese teachers’ emotional labor, teaching efficacy, and young children’s social-emotional development and learning. Sustainability, 14(4), 2205. https://doi.org/10.3390/su14042205
  • Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., and Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future, In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, and T. P. Gullotta (Eds.), Handbook on social and emotional learning: Research and practice (pp. 3–19). Guilford.
  • Yenilmez, K., Turğut, M. ve Balbağ, M. Z. (2017). An examination of pre-service teachers’ attitudes toward distance education in terms of certain variables. Erzincan University Journal of the Faculty of Education, 19(2), 91-107.
  • Zinsser, K. M., & Curby, T. W. (2014). Understanding preschool teachers’ emotional support as a function of center climate. SAGE Open, 4(4), 2158244014560728. https://doi.org/10.1177/2158244014560728
  • Zong, Z., Yang, W., & Li, Y. (2024). Exploring social-emotional learning in China: A mixed-methods study with Chinese early childhood teachers. Discover Education, 3(1), 3-14. https://doi.org/10.1007/s44217-024-00098-7
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Okul Öncesi Eğitim
Bölüm Araştırma Makalesi
Yazarlar

Burcu Ozdemir Beceren 0000-0003-3680-7511

Ceren Baydemir 0000-0003-3154-4089

Proje Numarası 1129B372401219
Gönderilme Tarihi 2 Mart 2025
Kabul Tarihi 19 Ekim 2025
Yayımlanma Tarihi 31 Ocak 2026
Yayımlandığı Sayı Yıl 2026 Cilt: 27 Sayı: 1

Kaynak Göster

APA Ozdemir Beceren, B., & Baydemir, C. (2026). Okul Öncesi Öğretmenliğinde Sosyal Duygusal Öğrenme Becerilerinin Geliştirilmesi: Bir Eğitim Programının Etkileri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 27(1), 357-386. https://doi.org/10.29299/kefad.1649823

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