PhD Completed

Canaslan-Akyar, B. (2024). Examining the Relationships Between First-order, Second-order Barriers and Digital Competence of Early Childhood Teachers, METU.

Kandemir, M. (2024). Parental Involvement in Outdoor Play and Learning (OPAL): Action Based Practices, METU.

Cetken-Aktas, S. (2024). Preschooler’s Experiences and Discourses in Guided Play, METU.  

M.S. Completed

Cetken, S. (2018). Investigating Children’s Play Preferences Regarding the Design of Preschool Outdoor Play Areas, METU.

Canaslan, B. (2018). Early Childhood Teachers’ Playfulness Traits & Views on Playfulness, METU.

Akdemir, K. (2019). Preschooler’s Spatial/Architectural Design Skills During Constructive Play Time, METU.

Gulhan, M. (2019). Play in Early Childhood Education: An Examination of Teacher Roles During Free Play time, METU.

Kandemir, M. (2020). Outdoor Time Practices in Early Childhood Education: Teacher & Parent Views, METU.

Turgut-Kurt, R. (2022). Risky Play in Outdoor Early Childhood Settings: Teacher Attitudes & Views, METU.

Ciftci, E. (2022). Early Childhood Pre-Service Teachers’ Perceptions of Play, METU.

Serpen, H. (2023). Preschool Movement Education Within the Framework of Ecological Systems Theory, METU.

Calıskan, G. G. (2024). Examination of Teachers’ Self-Reported Practices and Environmental Settings in Supporting the Creativity of Preschool Children, METU.