This study discussed the effects of the Early STEAM Education Program on the visual-spatial reasoning skills of children. A pre-test post-test experimental design was used. The study group consisted of 54 students who attended a state kindergarten in Gaziantep in Turkey. The effectiveness of the Early STEAM Education Program was tested by observations and interviews in addition to the post-test results. For data collection, demographic information sheet, Visual-Spatial Reasoning Test For 5–8 Years Old Children, Early STEAM Education Program, teacher interview forms, classroom observation and parent interview forms were used. For the analysis of the data t-test, plot hoc test and repeated measures ANOVA were used for the qualitative results, content analysis was used for the quantitative results. As a result, Early STEAM Education Program found effective on the visual-spatial reasoning skills of children. The qualitative results showed that the experimental group scores were higher than those of the control group. The quantitative results of teacher interview forms showed that the strengths of Program were learning environment design, design processes, multidisciplinary perspective and active learning. Furthermore, parents stated that the Program was effective on the children’s design processes, productivity, imagination, thinking skills, hands-on experiences, positive school attitudes and self-confidence.

This study, which aims to examine STEM parent awareness in the transition from preschool to primary school, used a survey model, one of the quantitative research designs. The study group consisted of 400 parents with children aged 5–7 years (preschool and primary school age) who participated in the study voluntarily from different provinces of Turkey. The STEM Parent Awareness Scale, was used to collect data. The STEM Parent Awareness Scale evaluated parents’ STEM awareness in knowledge and attitude. Data collection took place online using volunteer participants. Data analysis consisted of descriptive analyses using quantitative data and MANOVA to analyze the STEM awareness of parents with preschool children and the STEM awareness of parents with children in primary school. Data analysis revealed that STEM parent awareness did not differ according to the children’s education levels but the parents’ and the children’s STEM education status. To raise awareness, the authors recommend organizing training activities, courses, and workshops for families and increasing STEM studies in out-of-school activities.

5–8 Yaş Çocuklar için Görsel Uzamsal Akıl Yürütme Becerileri Testi’nin geçerlik ve güvenirliliğin incelendiği bu araştırmada, genel tarama modeli kullanılmıştır. 2018–2019 eğitim öğretim yılında Gaziantep’te Milli Eğitim Müdürlüğü’ne bağlı bağımsız anaokulu ve ilkokullara devam eden, 5–8 yaş aralığında, 459 çocuk, araştırmanın çalışma grubudur. Veri toplama aracı olarak kişisel bilgi formu, bireysel kayıt formu ve 5–8 Yaş Çocuklar İçin Görsel Uzamsal Akıl Yürütme Becerileri Testi kullanılmıştır. Veri toplama sürecinde testin uygulaması, birebir uygulama ile yapılmıştır. Geçerlik çalışmaları kapsamında kapsam ve yapı geçerliği sınanmıştır. Kapsam geçerliği için, alan yazından faydalanılmıştır. Bilişsel Gelişim Kuramı, Beyin Temelli Öğrenme Kuramı ve çoklu zekâ kuramları ışığında kuramsal alt yapı oluşturulmuş, erken çocukluk eğitimi yaklaşımları, erken çocukluk dönemi görsel uzamsal akıl yürütme becerileri gelişimsel yapı taşları, teste benzer değerlendirme araçları incelenmiştir. Kuramsal bilgiler ışığında testin içsel ve dışsal beceriler olarak iki boyutta, içsel durağan, içsel dinamik, dışsal durağan ve dışsal dinamik beceriler olarak dört alt boyutta yapılandırılması düşünülmüştür. Bu bağlamda 7 uzmandan görüş alınmış, her bir madde için madde indeksi hesaplanmış, 0.80 ölçütünü sağlayan maddeler aday testte yerini almıştır. Yapı geçerliği için, var olan test yapısının uygunluğunun sınanması için doğrulayıcı faktör analizi testin tamamı, iki boyutu ve dört alt boyutu için uygulanmıştır. DFA sonucunda p değerleri ve uyum indeksleri dikkate alınarak teste son hali verilmiştir. Testin güvenirliğin belirlenmesinde güvenirlik katsayısı hesaplanmış ve KR-20 değeri 0,81 olarak bulunmuştur. Sonuçta, 5–8 Yaş Çocuklar İçin Görsel Uzamsal Akıl Yürütme Becerileri Testi geçerli ve güvenilir bulunmuştur.

The study aims to examine the relationships of grandparents with their grandchildren in the Covid–19 pandemic. The phenomenological model and interview technique, one of the qualitative research designs, was used. The convenient/accidental sampling method, which is one of the non-random sampling methods, was used in the study. The study group of the research consists of 13 grandparents and 13 grandchildren who experienced the pandemic process in Gaziantep city center in 2020–2021. In the study, the "Grandparent Opinions Form for the Grandparent-Grandchild Relationship During the Pandemic Process", which was prepared to meet with grandparents, and children's pictures in which children's views took place were used as data collection tools. The data obtained from the children consists of 26 pictures. While 13 of the pictures reflect children's thoughts about the Covid–19 process, 13 of them reflect their relationship with their grandparents. Content analysis was performed on the obtained data. Based on the findings of the study, it was revealed that the Covid–19 pandemic negatively affected the relationship of grandparents with their grandchildren, children were negatively affected by the Covid–19 process, but their relationships with their grandparents were not affected in terms of their grandchildren.

In this investigation that scrutinized the cognitive abilities of children aged 60-84 months, a causal-comparative and correlational approach was adopted. The cohort under examination was composed of 120 children attending state-operated independent preschool educational facilities and primary schools. The data collection process employed a personal information form and the Cognitive Abilities Test (CogAT) Form -6, developed by Lohman and Hagen (2000). The internal consistency coefficient (KR-20) for the overall test, subtest, and battery scores ranged between .69 and .93. The findings of this investigation indicated that gender did not significantly influence the total cognitive abilities score of participants. However, in subtests and batteries, boys demonstrated a significant advantage over girls in the matrices subtest and Non-Verbal Aptitude. In general, an increase was observed in both the battery and total test scores with advancing age group and grade level. Regarding the influence of maternal education, children whose mothers held a bachelor's degree showed significantly higher verbal battery scores compared to those whose mothers had primary or secondary schooling. While there were some exceptions, there was a significant increase in cognitive abilities corresponding with the rise in the father's education level.

The use of artificial intelligence in education is an issue that has been frequently addressed recently. In this context, the integration of artificial intelligence into education programs is extremely important. Robots are educational materials that can be used effectively in the integration of artificial intelligence into educational programs. Social robots/humanoid robots can be used in educational programs because they are interesting for children with many features such as looking like humans, speaking, reacting, and moving. Especially for children in early childhood, social robots can be remarkable and motivating. In this context, the aim of this study is to examine sample applications regarding the use of social robots in early childhood education programs. Document analysis technique was used in the study conducted with qualitative research design. The documents of the research cover scientific studies (articles, theses, and books) conducted between 2015 and 2025 with the keywords “preschool,” “early childhood,” “social robots,” and “curriculum.” In this context, data analysis was conducted through content analysis, and the data were analyzed in three themes: PopBots, KİBO, and SoRo. As a result of the research, it is seen that the use of social robots in early childhood education programs has increased in recent years; social robots are accepted by children due to their human-like characteristics, and classroom practices in interaction with them contribute to children's social interactions, making friends, and reasoning about the robot.