N Berfin Yapar
Biographic Data
| ID | 9588673 |
|---|---|
| NAME | N Berfin Yapar |
| GIVEN NAMES | N Berfin |
| FAMILY NAME | Yapar |
| SIGNATURE | YAPAR N B |
| AFFILIATIONS | Middle East Technical University |
| ORCID | 0000-0001-5266-7745 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Is Play Truly Universal?: Exploring Preschool Teachers’ Beliefs and Practices Regarding Children’s Play in Multicultural Classrooms
As the world becomes increasingly multicultural, early childhood education also becomes increasingly diverse. While play is widely considered a universal behavior, its forms and meanings are deeply shaped by cultural contexts. Understanding teachers' beliefs and practices surrounding play is therefore crucial for fostering inclusive learning environments. This study employed a multiple-case study to examine preschool teachers' beliefs, practices,…
Pre-service early childhood teachers’ reflections on specialist teaching methods and their experiences regarding the transfer of knowledge from theory to practice
This study explored 20 pre-service early childhood (EC) teachers’ reflections on specialist teaching methods – co-constructing, deconstructing, and community building – along with their experiences relating to the theory-practice gap phenomenon. The study employed a phenomenological approach to investigate the reflections and experiences of pre-service EC teachers enrolled in a public university in Türkiye. This study was grounded in Gibbs’ Refle…
No prominent works on this page.
Is Play Truly Universal?: Exploring Preschool Teachers’ Beliefs and Practices Regarding Children’s Play in Multicultural Classrooms
As the world becomes increasingly multicultural, early childhood education also becomes increasingly diverse. While play is widely considered a universal behavior, its forms and meanings are deeply shaped by cultural contexts. Understanding teachers' beliefs and practices surrounding play is therefore crucial for fostering inclusive learning environments. This study employed a multiple-case study to examine preschool teachers' beliefs, practices,…
Pre-service early childhood teachers’ reflections on specialist teaching methods and their experiences regarding the transfer of knowledge from theory to practice
This study explored 20 pre-service early childhood (EC) teachers’ reflections on specialist teaching methods – co-constructing, deconstructing, and community building – along with their experiences relating to the theory-practice gap phenomenon. The study employed a phenomenological approach to investigate the reflections and experiences of pre-service EC teachers enrolled in a public university in Türkiye. This study was grounded in Gibbs’ Refle…
Early childhood (2 works) · Early childhood education (2 works) · Early Childhood Education and Development (2 works) · Children's Rights and Participation (1 works) · Cultural diversity (1 works) · Cultural pluralism (1 works) · Educational Theory and Curriculum Studies (1 works) · Faculty Development (1 works) · Innovative Education and Learning Practices (1 works) · Knowledge level (1 works)