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    Evaluation of Children's Discourses Regarding Imaginary Companion: The Case of Turkiye
    (Mdpi, 2022) Yazıcı Arıcı, Elçin; Keskin, Hasan Kağan; Papadakis, Stamatios; Kalogiannakis, Michail
    Preschool children's imaginary companions are a relatively unexplored phenomenon. This article provides information about a qualitative study investigating Turkish children's statements about their imaginary companions. Forty-six children aged between 48-60 months were interviewed. A phenomenological pattern was used to explore themes in the research. As a result of the research, six themes and 24 categories were created. When the themes were reviewed, it was seen that the children's imaginary companions were male in terms of gender, clothing, and accessories in terms of appearance characteristics, and happiness in terms of mood characteristics. In addition, considering the thinking status of their imaginary companions, it was determined that they concentrated in the category of entertainment/game, in the category of communication skills in terms of liked/admirable features, and finally in the category of negative behaviour as disliked/unadmirable features. Addressing imaginary companions in children's lives in different dimensions can contribute to their development.
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    Navigating Artificial Intelligence Literacy in Early Childhood Education: Emerging Future Opportunities and Challenges
    (IGI Global, 2026) Arici, Elçin Yazici; Yiğit, Nur Banu; Kalogiannakis, Michail
    This study explores the integration of Artificial Intelligence (AI) in early childhood education (ECE), highlighting its pedagogical potential, ethical challenges, and practical implications. Through a scoping review of recent scholarly literature and international reports, the paper outlines how AI technologies are increasingly shaping educational experiences for young learners. While AI presents promising avenues for enhanced assessment, inclusive learning, and reduced teacher workload, concerns regarding data privacy, reduced human interaction, and algorithmic bias remain significant. The paper emphasizes the importance of transparent, equitable, and developmentally appropriate implementation of AI in ECE. Recommendations include strengthening teacher training, designing locally relevant AI applications, and fostering collaboration among stakeholders. The study concludes that a balanced, critically reflective, and ethically grounded approach is essential to harness the full potential of AI in promoting meaningful, inclusive, and sustainable early learning environments. © 2026 by IGI Global Scientific Publishing.
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    The position of technical competence in establishing digital data security awareness
    (Inderscience Enterprises Ltd, 2025) Keskin, Hasan Kagan; Arici, Elcin Yazici; Papadakis, Stamatios; Kalogiannakis, Michail; Baydar, Isil Yaman
    This research aimed to investigate the explanatory and predictive relationships between digital literacy components and digital data security. The study was carried out with 322 students enrolled in the education faculties of eight randomly selected universities. In the research, the attitudes, cognitive and social variables of digital literacy were exogenous. A mediation model has been established in which the technical variable is the mediator, and the digital data security awareness is endogenous. According to the analysis results of the mediation model, the technical variable fully mediates between the attitude, cognitive and social variables, and the awareness of digital data security. These results show that developing digital literacy skills and if these skills are supported with technical knowledge can contribute to developing digital data security awareness. As a result, digital literacy skills will only have the expected effect on creating digital data security awareness with the technical information tool variable. According to our mediation model, the technical competence to be developed with the support of digital literacy skills and the creation of digital data security awareness can guide researchers and instructors working in the field.
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    Preschool Children's Metaphoric Perceptions of Digital Games: A Comparison between Regions
    (Mdpi, 2023) Yazici Arici, Elcin; Kalogiannakis, Michail; Papadakis, Stamatios
    Preschoolers now play digital games on touch screens, e-toys and electronic learning systems. Although digital games have an important place in children's lives, there needs to be more information about the meanings they attach to games. In this context, the research aims to determine the perceptions of preschool children studying in different regions of Turkey regarding digital games with the help of metaphors. Four hundred twenty-one preschool children studying in seven regions of Turkey participated in the research. The data were collected through the Digital Game Metaphor Form to determine children's perceptions of digital games and through Drawing and Visualization, which comprises the symbolic pictures children draw of their feelings and thoughts. Phenomenology, a qualitative research model, was used in this study. The data were analyzed using the content analysis method. When the data were evaluated, the children had produced 421 metaphors collected in the following seven categories: Nature Images, Technology Images, Fantasy/Supernatural Images, Education Images, Affective/Motivational Images, Struggle Images, and Value Images. When evaluated based on regions, the Black Sea Region ranked first in the Fantasy/Supernatural Images and Affective/Motivational Images categories. In contrast, the Central Anatolia Region ranked first in the Technology Images and Education Images categories, and the Marmara Region ranked first in the Nature Images and Value Images categories. In addition, it was determined that the Southeast Anatolia Region ranks first in the Struggle Images category.
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    Sustained Attention as a Cognitive Bridge Between Memory and Reading Comprehension in Primary School Students
    (Routledge Journals, Taylor & Francis Ltd, 2026) Oksuz, Halil Ibrahim; Yasarturk, Ismail; Yildiz, Mustafa; Arici, Elcin Yazici; Sotiropoulos, Dimitrios; Kalogiannakis, Michail
    Short-term memory (STM) and verbal working memory (VWM) are well-established contributors to reading comprehension (RC), yet evidence suggests they are distinct cognitive constructs, differing primarily in their reliance on attentional control. This study explored the mediating role of sustained attention (SA) in the STM-VWM-RC relationship. Participants were 106 fourth-grade Turkish students (ages 8-9) from similar socioeconomic backgrounds. RC was measured using curriculum-based assessments, STM via a number sequence task, VWM via a nonword repetition list, and SA via the Bourdon Attention Test. Structural equation modeling revealed that both STM and VWM directly predicted RC, while SA was a strong predictor of RC and mediated the effects of both memory variables-partially for STM and fully for VWM. The model accounted for 36% of SA variance and 35% of RC variance. These findings reinforce the conceptual distinction between STM and VWM and highlight attention's pivotal role in comprehension processes. Implications point to classroom interventions that actively strengthen STM, VWM, and SA to enhance reading comprehension, offering educators practical pathways to address cognitive underpinnings of literacy development.
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    Teachers’ Perceptions of Musical Activities in Early Childhood Education: A focus on Examples from Türkiye
    (2023) Yazıcı Arıcı, Elçin; Ampartzaki, Maria; Papadakis, Stamatios; Kalogiannakis, Michail
    When children are not engaged in musical experiences, their full potential may not be realized. To explore this further, we conducted qualitative research to examine how preschool teachers perceive musical activities in teaching and learning. Our approach was phenomenological, which means we believe that individuals' perceptions offer evidence that the world is not as it is thought but as it is experienced. Twenty-eight preschool teachers participated in our study, and we collected data through semi-structured interviews. Our findings can be grouped into five themes and twenty-five categories: (1) proficiency in music activities, (2) materials utilized in music activities, (3) studies within the scope of music activities, (4) the status of music activity application, and (5) enhancing the quality of music activities. Most participants acknowledged feeling inadequate in music activities, which they attributed to their lack of proper education. They reported using percussion instruments and rhythm studies the most. While implementing music activities, many participants found them interesting for children but also expressed a need for more material support to make the activities more efficient and of higher quality overall.