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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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    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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    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.