Restricted accessResearch articleFirst published online 2025-4
Effects of the PEARL “Emotional,Empathetic and Proximal Learning Educational Environment” on the Social-Emotional Development of Children Aged 5–6 Years
The PEARL “emotional, empathetic and proximal learning educational environment” is an Erasmus + KA201 Strategic Partnership project. This study examines the effects of PEARL Educational Model which is an educational model is to develop children's social-emotional competencies by using robotic coding on social and emotional development of children aged. The research was conducted with a random quasi-experimental research model with a posttest Control group. Robots were integrated into the activities for the Experimental group and the robot-free version of the same activities was used in Control groups. The PEARL Child Observation Form is used to collect the data. The average of children's scores in Experimental group was determined as higher than the average of Control group's scores.
BeilinH. (1994). Jean Piaget’s enduring contribution to developmental psychology. In R.D. Parke, P.A.
8.
BersM. U.FlanneryL.KazakoffE. R.SullivanA. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145–157. doi:https://doi.org/10.1016/j.compedu.2013.10.020
9.
BisquerraR. (2000). Educación emocional y bienestar. PraxisWolters Kluwer.
10.
BowlbyJ. (1969). Attachment and loss, vol.1: Attachment. Basic Books.
11.
BowlbyJ. (1973). Attachment and loss, vol.2: Separation. Basic Books.
12.
BüyüköztürkŞÇakmakE. K.AkgünÖEKaradenizŞDemirelF. (2016). Bilimsel araştırma yöntemleri (Scientific Research Methods). Pegem.
13.
CacioppoJ. T.FrebergL. A. (2013). Discovering Psychology: The Science of Mind. Wadsworth.
14.
ColeM.WertschJ. V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39(5), 250–256. doi:https://doi.org/10.1159/000278475
15.
EguchiA. (2014). Educational robotics for promoting 21st century skills. Journal of Automation, Mobile Robotics & Intelligent Systems, 8, 5–11. doi:https://doi.org/10.14313/JAMRIS_1-2014/1
16.
ErdemE.DemirelÖ (2002). Program geliştirmede yapılandırmacılık yaklaşımı (Constructivist approach in program development). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 81–87.
17.
HockenburyD. H.HockenburyS. E. (2011). Discovering Psychology. Worth Publishers.
18.
IbarrolaB. (2013). Aprendizaje Emocionante. Neurociencia para el aula. Madrid. SM.
19.
KohJ. H. L.FrickT. W. (2010). Implementing autonomy support: Insights from a Montessori classroom. International Journal of Education, 2(2), 1.
McLeodS. A. (2018). Jean Piaget’s theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/piaget.html
22.
ÖmeroğluE., et al. (2015). Determination and interpretation of the norm values of PreSchool social skills rating scale teacher form. Educational Sciences-Theory & Practice, 15(4), 981–996.
23.
PerkinsD. N. (1999). The many faces of constructivism. Educational Leadership, 57(3), 6–11.
24.
SantrockJ. W. (2011a). Educational psychology. Mc. Graw-Hill Companies.
25.
SantrockJ. W. (2011b). Life-span development. Mc. Graw-Hill Companies.
26.
VygotskyL. S. (1978). Mind in society. In ColeM.JohnSteinerV.ScribnerS.SoubermanE. (Eds.), The development of higher psychological processes (pp. 34–41). Harvard University Press.
