This article is dedicated to examining a bilateral project established between the Republic of Korea and Türkiye, with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability (EfS) within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding three pillars of sustainability and 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformation regarding sustainability and early childhood education for sustainability. The data were collected through pre-post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers’ sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas.

Çocukların oyunlarında risk almaları ve oyun alanlarında riskli ekipmanların bulunmasının gelişimsel faydaları giderek daha fazla araştırmaya konu olmaktadır. Özellikle şehirleşmeyle birlikte çocukların oyun tercihleri de değişiklik göstermektedir. Bu araştırma Türkiye'de bulunan bir büyükşehir belediyesine ait açık hava oyun parklarının riskli oyun olanaklarının gözlemler ve görüşmelerle derinlemesine incelenmesini amaçlamaktadır. Araştırma kapsamında açık hava oyun parklarının fiziksel özellikleri ve çocukların bu parklardaki oyun davranışları gözlemlenmiş; ayrıca yerel yönetimlerden bir yetkili ve ailelerle yapılan görüşmelerle riskli oyunların potansiyel ve uygulamadaki destekleyicileri derinlemesine ortaya koyulmuştur. Araştırma sonunda, oyun park alanlarında yüksek hız ve büyük yükseklik kategorilerindeki unsurların sıklıkla gözlemlendiği fakat riskli oyunlarda kullanılabilecek tehlikeli unsur ve aletlerin neredeyse hiç gözlemlenemediği ortaya çıkmıştır. Oyun park alanlarında gözlemlenen ekipmanlara paralel olarak çocukların riskli oyunlarında da en sık yüksek hızda koşma ve yüksekliklerde sallanma/atlama gibi davranışların ortaya çıktığı bulunmuştur. Aileler ve yerel yetkili ile yapılan görüşmeler sonucunda; ekipmanlara karar verme süreçlerinin ve ailelerin riskli oyunlara yönelik görüşlerinin çocukların riskli oyunlarında rolü olduğunu söylemek mümkündür.

Background: Although it is often stated that children with special needs are at risk of being abused and neglected, research conducted on the abuse of children with specific learning disorders (SLDs) is limited.Methods: This case–control study aims to compare exposure to neglect and abuse among children diagnosed with SLDs (case group) and children with typical development (control group). The study included children aged 6 to 12 years who were referred to the Child and Adolescent Psychiatry Outpatient Clinic and Pediatric Clinic of a hospital in Türkiye. The data collection process included 196 participants and lasted for 7 months in 2020.Results: Based on the analysis of the data collected with the Schedule for Affective Disorders and Schizophrenia for School Age Children‐Present and Lifetime Turkish Version (K‐SADS‐PL‐T) and the Abuse Assessment Questionnaire, we determined that children with SLDs were physically and emotionally abused more than the children of the control group. In addition, they witnessed violence between their parents more than the control group. Physical abuse, emotional abuse and witnessing family violence were identified as significant predictors for SLD.Conclusions: The presence of SLDs is a significant risk factor for children to be exposed to abuse even in the absence of ADHD as a comorbidity.

This study aimed to explore preschool teachers' knowledge, attitudes and practices regarding early childhood education for sustainability within the framework of sustainability literacy. To achieve this, we validated the Sustainability Literacy Survey, combining three sections: the Sustainable Development Knowledge Scale, the Attitude toward Sustainable Development Scale and the Early Childhood Education for Sustainability Practices Scale. The survey assesses teachers' understanding of sustainability concepts, their willingness to incorporate sustainability into their teaching, and how they implement sustainability‐related practices in their classrooms. We collected data from 345 teachers serving at public and private preschools in Türkiye. Participants varied in teaching experiences and educational backgrounds. Analyses began with exploratory and confirmatory factor analyses to establish the validity and reliability of the three scales. Then, we conducted correlation and regression analyses to examine the relationships among knowledge, attitudes and practices, while t‐tests identified differences based on external factors such as school type. The results indicated that education for sustainability practices is primarily driven by teachers' knowledge and attitudes rather than their education level. Although in‐service and preservice programs correlated sustainability‐related understanding, this knowledge did not directly predict classroom practices. Instead, positive attitudes emerged as the critical factor linking knowledge to sustainability practices.