{"id":171,"date":"2018-07-02T10:38:43","date_gmt":"2018-07-02T07:38:43","guid":{"rendered":"http:\/\/blog.metu.edu.tr\/ssevimli\/?page_id=171"},"modified":"2024-12-17T11:26:45","modified_gmt":"2024-12-17T08:26:45","slug":"thesis-supervised","status":"publish","type":"page","link":"https:\/\/blog.metu.edu.tr\/ssevimli\/thesis-supervised\/","title":{"rendered":"Thesis Supervision"},"content":{"rendered":"<p><strong>PhD Completed<\/strong><\/p>\n<p>Canaslan-Akyar, B. (2024). Examining the Relationships Between First-order, Second-order Barriers and Digital Competence of Early Childhood Teachers, METU.<\/p>\n<p>Kandemir, M. (2024). Parental Involvement in Outdoor Play and Learning (OPAL): Action Based Practices, METU.<\/p>\n<p>Cetken-Aktas, S. (2024). Preschooler&#8217;s Experiences and Discourses in Guided Play, METU.\u00a0\u00a0<\/p>\n<p><strong>M.S. Completed<\/strong><\/p>\n<p>Cetken, S. (2018). Investigating Children&#8217;s Play Preferences Regarding the Design of Preschool Outdoor Play Areas, METU.<\/p>\n<p>Canaslan, B. (2018). Early Childhood Teachers&#8217; Playfulness Traits &amp; Views on Playfulness, METU.<\/p>\n<p>Akdemir, K. (2019). Preschooler&#8217;s Spatial\/Architectural Design Skills During Constructive Play Time, METU.<\/p>\n<p>Gulhan, M. (2019). Play in Early Childhood Education: An Examination of Teacher Roles During Free Play time, METU.<\/p>\n<p>Kandemir, M. (2020). Outdoor Time Practices in Early Childhood Education: Teacher &amp; Parent Views, METU.<\/p>\n<p>Turgut-Kurt, R. (2022). Risky Play in Outdoor Early Childhood Settings: Teacher Attitudes &amp; Views, METU.<\/p>\n<p>Ciftci, E. (2022). Early Childhood Pre-Service Teachers&#8217; Perceptions of Play, METU.<\/p>\n<p>Serpen, H. (2023). Preschool Movement Education Within the Framework of Ecological Systems Theory, METU.<\/p>\n\n\n<p>Cal\u0131skan, G. G. (2024). Examination of Teachers&#8217; Self-Reported Practices and Environmental Settings in Supporting the Creativity of Preschool Children, METU.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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&#8217;s Experiences and Discourses in Guided Play, METU.\u00a0\u00a0 M.S. Completed Cetken, S. (2018). Investigating Children&#8217;s Play Preferences [&hellip;]<\/p>\n","protected":false},"author":3851,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-171","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.metu.edu.tr\/ssevimli\/wp-json\/wp\/v2\/pages\/171","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.metu.edu.tr\/ssevimli\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.metu.edu.tr\/ssevimli\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.metu.edu.tr\/ssevimli\/wp-json\/wp\/v2\/users\/3851"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.metu.edu.tr\/ssevimli\/wp-json\/wp\/v2\/comments?post=171"}],"version-history":[{"count":0,"href":"https:\/\/blog.metu.edu.tr\/ssevimli\/wp-json\/wp\/v2\/pages\/171\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.metu.edu.tr\/ssevimli\/wp-json\/wp\/v2\/media?parent=171"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}