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    Focal points for digital technology integration in early childhood education: implications from practitioners' perspectives
    (Routledge Journals, Taylor & Francis Ltd, 2023) Celik, Osman T.; Candemir, Burcu; Saglam, Mehmet; Tunc, Yunus; Acar, Davut; Kahraman, Umit
    This study explored the integration of digital technology in early childhood education from the perspectives of 11 preschool teachers using qualitative methods. Through content analysis, four key themes were identified: objectives, multidimensional effects in education, obstacles, and needs/expectations. Teachers employ digital tools to adapt to changes and enhance learning, despite concerns about potential harm. Barriers include administrative support, teacher beliefs, and competencies, as well as educational policies and parent-teacher cooperation. The study recommends the need for in-service and pre-service training for teachers and comprehensive policy development for effective technology integration.
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    Meta-thematic analysis of quality in early childhood education and care
    (Springernature, 2023) Saglam, Mehmet; Celik, Osman Tayyar; Tunc, Yunus; Kahraman, Umit; Acar, Davut; Candemir, Burcu
    Quality in early childhood education and care (ECEC) has drawn the attention of researchers and practitioners due to its correlation with positive individual, societal, and economic results. In ECEC, however, there is no consensus on quality metrics. This meta-thematic study seeks to provide a framework for quality indicators in ECEC and to identify the contextual factors that influence the perception of quality. The study's data source comprises 14 published papers conducted in 11 countries using qualitative or mixed methods on quality in ECEC. As a consequence of the analysis, 16 early childhood education and care quality indicators were identified. As a result of the second-level studies, the underlying or associated syntheses in the ECEC quality indicators were uncovered. These include child-centeredness, teacher qualifications, culture and atmosphere of the ECEC center, holistic development, and leadership. In addition, it was concluded that cultural values and beliefs, the centralization degree of the education system, and the expectations of stakeholders are contextual elements that influence the quality and perceptions of quality in ECEC.
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    Post-earthquake emotional and behavioral problems in children: parent experiences, coping strategies, and predictive factors
    (Frontiers Media Sa, 2026) Tunc, Yunus; Celik, Osman Tayyar; Kacmaz, Cihangir
    Objective In this study, the emotional and behavioral problems observed in children aged 6-11 years following the Kahramanmaras earthquakes in T & uuml;rkiye on February 6, 2023, have been examined based on parental experiences, and it has been investigated whether the psychological resilience and warmth of the parents could predict these problems.Methods The study was conducted using an explanatory sequential mixed-methods design. Fifty-five parents met the inclusion criteria for the qualitative phase, while 398 parents participated in the quantitative phase. Participants were identified using convenience and snowball sampling methods. Content analysis was applied to the qualitative data, while the quantitative data underwent analysis through descriptive statistics, T-tests, ANOVA, correlation studies, and hierarchical linear regression. In the quantitative phase, the Emotional and Behavioral Problems Questionnaire, the Brief Resilience Scale (BRS), and the Parent Acceptance-Rejection Questionnaire (PARQ) warmth/affection subscale were used.Results The study revealed that, according to parents' perceptions, children's emotional problems after the earthquake revealed themselves with symptoms such as loneliness, constant anxiety about the earthquake, and fear of the dark, and parents reported various behavioral problems with their children. Parents tackled these issues by demonstrating resilience, warmth, protective actions, and trust-building. The quantitative research revealed substantial evidence of these issues' prevalence in children and the influence of parental factors and family dynamics.Conclusion It was determined that parental psychological resilience is a key factor in predicting parents' reported emotional and behavioral problems for children, unlike parental warmth. Moreover, aspects such as household income and the number of siblings were also linked to parents' reported emotional and behavioral problems for children. The study thus provides a comprehensive framework for appreciating and aiding children's emotional and behavioral responses.
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    The relationship between cognitive disengagement syndrome and social withdrawal in adolescents: the mediating role of social anxiety and the moderating role of gender
    (Springer, 2025) Kacmaz, Cihangir; Celik, Osman Tayyar; Tunc, Yunus
    Increasing evidence for the psychological, physiological and social multidimensional effects of Cognitive Disengagement Syndrome has made CDS a focus of interest for researchers. Understanding the effects of CDS is critical for individuals' social and psychological well-being. The purpose of this study is to investigate the connections among Cognitive Disengagement Syndrome (CDS), social anxiety, and social withdrawal. A cross-sectional study was conducted on 431 high school students in a province of Turkey. Data were collected using the Cognitive Disengagement Syndrome Scale, Hikikomori Questionnaire (HQ) and Social Anxiety Scale. Direct and indirect effects of CDS are discussed. It was also revealed that social anxiety mediated the relationship between CDS and social withdrawal and gender had a moderating effect. The relationship between CDS and social anxiety is stronger in female adolescents, and the indirect effect of CDS on social withdrawal is higher in females. The research results have important implications based on the effect of CDS on social interactions.
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    Understanding Psychosocial Determinants of Adolescent Bullying in Turkiye
    (Tech Science Press, 2026) Inci, Ramazan; Acar, Davut; Celik, Osman Tayyar; Tunc, Yunus
    Background: Bullying during adolescence is shaped by numerous psychosocial factors such as family dynamics, attachment, and peer relationships. This study aims to examine parental acceptance-rejection, attachment styles, and social exclusion factors as key psychosocial variables predicting bullying behavior in adolescents. Methods: In a cross-sectional study conducted with 349 high school students in Hakkari, T & uuml;rkiye. Data were collected using the Olweus Bullying Scale, the Parental Acceptance-Rejection Scale, the Social Exclusion Scale, and the Three-Dimensional Attachment Styles Scale. Independent samples t-tests, one-way ANOVAs, Pearson correlations, and hierarchical regression analyses were performed. Results: Research findings reveal that peer bullying varies significantly according to gender, class level, parents' educational level, and socio-economic status. Furthermore, our findings indicate that social exclusion (beta = 0.506, p < 0.01) and avoidant attachment (beta = 0.162, p < 0.01) positively predict peer bullying, while secure attachment (beta = -0.205, p < 0.01), maternal (beta = -0.385, p < 0.01) and paternal (beta = -0.217, p < 0.01) acceptance/rejection negatively predict bullying. The final regression model explains approximately 55% of the variance in bullying. Conclusion: Our findings indicate that social exclusion, parental acceptance/rejection, and secure or avoidant attachment patterns may be associated with bullying behaviour in adolescents. These findings emphasise the necessity of family-and peer-focused interventions to combat bullying.