Vahide YİĞİT GENÇTEN Data-verified
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Assistant Professor
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Biography and Research Information
OverviewAI-generated summary
Vahide Yiğit‐Gençten's research focuses on educational practices and children's development, with a particular emphasis on early childhood education. Her work has explored the integration of nature-based learning and digital competencies in early years settings, examining how children respond to literature and develop writing skills across different educational contexts. Yiğit‐Gençten has investigated the continuity between preschool and primary school curricula, specifically in Turkish classrooms, and has studied the impact of drama-based read-alouds on social understanding and peer relationships in preschoolers. Her publications also address the experiences of earthquake-affected families, focusing on hope and healing. She has collaborated with researchers such as Mehmet Gültekin and Alissa Blair at the University of Arkansas at Fayetteville. Yiğit‐Gençten's scholarship metrics include an h-index of 4, with 25 total publications and 41 citations.
Metrics
- h-index: 4
- Publications: 24
- Citations: 69
Selected Publications
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The Promises and False Promises of Generative Artificial Intelligence Assisted/Created Picture Books in Reading and Writing Instruction (2025)
Collaboration Network
Top Collaborators
- Nature-based reading and writing instructions in early childhood education:<i>The Giving Tree</i>example
- Gender in children's literature and kindergartener's responses to gender in interactive read‐alouds
- NATURE-BASED LEARNING AND DIGITAL COMPETENCIES IN EARLY YEARS EDUCATION
- Exploring the hidden canvas: Conceptualisations of nature in early years curricula and standard documents in Turkey
- “Nobody answered, didn't you listen to me?”: Preservice teacher-facilitated read-alouds and their strategies to navigate interactivity in preschool classrooms
Showing 5 of 10 shared publications
- Gender in children's literature and kindergartener's responses to gender in interactive read‐alouds
- “Nobody answered, didn't you listen to me?”: Preservice teacher-facilitated read-alouds and their strategies to navigate interactivity in preschool classrooms
- Drama‐Based Read‐Alouds in Preschool Classroom: Promoting Social Understanding, Social Problem Solving, and Peer Relationships
- “Everyone Can Do Everything!”: Exploring Shifts in Gender Norms in Preschool Classrooms
- Enhancing Early Childhood Teachers' SEL Competencies: A Scoping Review of Coaching-Based Professional Development
Showing 5 of 10 shared publications
- Gender in children's literature and kindergartener's responses to gender in interactive read‐alouds
- NATURE-BASED LEARNING AND DIGITAL COMPETENCIES IN EARLY YEARS EDUCATION
- The Connection Between Forest School and Preschool Programs: A Comparison Study
- Exploring the hidden canvas: Conceptualisations of nature in early years curricula and standard documents in Turkey
- 2013 OKUL ÖNCESİ EĞİTİM PROGRAMININ SOSYAL-DUYGUSAL, DİL VE ÖZ BAKIM KAZANIMLARININ DOĞA TEMELLİ ÖĞRENME AÇISINDAN İNCELENMESİ
Showing 5 of 7 shared publications
- Exploring children’s writing development in response to transition from pre-school to primary context in Turkish classrooms
- Preschool teachers’ perspectives about diversity in nation-state country: a glimpse from Türkiye
- The Promises and False Promises of Generative Artificial Intelligence Assisted/Created Picture Books in Reading and Writing Instruction
- Drama‐Based Read‐Alouds in Preschool Classroom: Promoting Social Understanding, Social Problem Solving, and Peer Relationships
- From rubble to recovery: Exploring earthquake-affected families’ experiences for hope and healing
- From rubble to recovery: Exploring earthquake-affected families’ experiences for hope and healing
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