Cognitive Factors Affecting Preschool Teachers' Beliefs In Child-Centered Instruction: A Structural Equation Model

Cognitive Factors Affecting Preschool Teachers' Beliefs In Child-Centered Instruction: A Structural Equation Model | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Cognitive Factors Affecting Preschool Teachers' Beliefs In Child-Centered Instruction: A Structural Equation Model TUGBA NESE, AYSE MUNIRE ERDEN This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6112530/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract In this study, the cognitive factors affecting preschool teachers' beliefs in child-centered instruction were tried to be revealed within the framework of a model. Problem solving skills, creativity skills, and critical thinking skills were accepted as cognitive factors. The study group consists of 219 preschool teachers that they were selected with a convenience sampling method. According to the findings of the research, teachers' problem-solving skills, creativity skills and critical thinking skills have a positive and direct effect on their beliefs about child-centered instruction. According to the model fit indices, it was observed that the model had acceptable and excellent fit indices. Educational Philosophy and Theory Educational Psychology word Child-centered instruction problem-solving skills critical thinking skills creativity skills structural equation modeling (SEM) path analysis Figures Figure 1 Figure 2 Figure 3 Introduction Early childhood education is the first level of the formal education system. It sustains and supports the development of the children from 3 to 7 years old (Erden, & Akman, 1995 ). Children who receive qualified preschool care and education exhibit extraordinary gains in their social and cognitive development. In addition, preschool care and education provide opportunities for children in poverty to reach an equal level with other children (Veraksa, Sheridan, & Colliver, 2021 ). Learning in early childhood is based on the concept of “living by doing it, that is, children should be active in acquiring new information (Morrison, 2007 ; Unesco & Unicef, 2012 ). Although preschool curriculum is based on a child centered approach, there are the some problems in the implementation process because of the inadequacy of the teachers (Eskidemir, 2022). In this research, it is expected that some cognitive factors, such as problem solving, creative thinking skills, and critical thinking skills of the teachers could affect their teaching performance. Problem solving skills are very important for teachers in child-centered instruction. Children are active and interactive during child-centered instruction. For this reason, the teacher may encounter more unexpected problems than with teacher centered instruction. Problem solving skills are the sum of high cognitive processes such as seeing that there is a problem, defining the problem, producing temporary solutions (assumptions), and testing the accuracy of these solutions (Budak, 2000 ). In child-centered instruction, teachers are expected to create innovative and engaging learning environments for children, which necessitates strong creative thinking skills. These skills encompass generating new ideas, exploring alternatives, adopting new approaches, investigating possibilities, and encouraging assumptions. Creative thinking involves devising solutions to problems or offering explanations for phenomena. Given that child-centered instruction is rooted in children’s experiences, they may pose diverse questions, draw incorrect conclusions, or misinterpret situations. To address such challenges, teachers must also develop critical thinking skills, which involve reasoning, analysis, and evaluation. Critical thinking, characterized by inquiry and skepticism, includes processes for examining concrete or abstract issues to derive conclusions aligned with common sense and scientific evidence. Critical thinkers integrate information from sensory input, verbal and written communication, observation, experimentation, and logical reasoning. These skills enhance the individual’s ability to distinguish valid arguments, exercise sound judgment, and make informed decisions. This study assumes that preschool teachers’ beliefs about child-centered instruction influence their application of these methods. Supporting this, Wai Leng, Hui-Shen, and colleagues (2021) identified a strong correlation between teachers’ beliefs and their classroom practices. Based on this assumption, a model was designed to explain the effect of preschool teachers' problem solving skills, creative thinking skills, and critical thinking skills on their beliefs about child-centered instruction in this study. Purpose of the Study Although the preschool curriculum in Turkey is designed to be child-centered, it is observed that teachers have difficulty in using child-centered teaching methods in practice. This may be due to teachers' insufficient knowledge of child-centered teaching methods or their lack of sufficient cognitive skills to apply these methods. This study aims to examine the effects of cognitive factors such as problem-solving skills, creativity skills, and critical thinking skills of preschool teachers on their beliefs about the use of child-centered instruction. In order to achieve this aim, a new model was designed to show the relationships between preschool teachers' cognitive skills and their beliefs about using child-centered instruction, and a structural equation model was used to test its validity. The present study contributes to the understanding of factors influencing preschool teachers' beliefs about using child-centered instruction, with a particular focus on the roles of problem-solving skills, creativity skills, and critical thinking skills in shaping their beliefs. The findings of the study could have implications for teacher training, curriculum development, and educational practices in early childhood education. Overall, this model will be tested by conducting path analysis on the data of the present study to determine which paths are stronger to stay (see Fig. 1). In this study it is thought that there are some cognitive skills that affect teachers beliefs about using child-centered instruction. These cognitive skills are problem solving skill, creativity skill, and critical thinking skill that affect teachers’ beliefs about child-centered instruction. In this study it is investigated that the relations between problem solving skill, creativity skill, critical thinking skill, and teachers’ beliefs about child-centered instruction. Moreover, the study has practical implications for professional development, curriculum design, and educational policy, advocating for the integration of child-centered strategies to enhance both teacher, and student outcomes. By fostering essential skills in teachers, this study underscores the broader societal benefits of nurturing a generation of educators who can contribute to the holistic development of young learners. Future research can build on these findings to explore sustainable implementation practices and long-term impacts. It is expected that the findings of this study will contribute to the following issues: 1. Testing a new theoretical model that identifies the relationships that explain teachers' beliefs about using child-centered instruction. 2. Understanding the factors affecting teachers' beliefs about using child-centered instruction (problem-solving skills, creativity skills, and critical thinking skills), and the relations between them. 3. Pre-service, and in-service training can be given to teachers about the impact of cognitive factors on teachers' beliefs about using child-centered instruction. The main research question of this study was determined as “To what extent the preschool teachers’ beliefs about using child-centered instruction is predicted by the hypothesized path analysis model that comprised problem solving skill, creativity skill, and critical thinking skill? The Hypothesized Paths The hypothesized paths including direct and indirect effects are given below. Hypothesis 1 Problem solving skill is directly, and positively related to preschool teachers' beliefs about using child-centered instruction (Path A). Hypothesis 2 Problem-solving skill is directly, and positively related to the beliefs about education, and instruction sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path B). Hypothesis 3 Problem-solving skill is directly, and positively related to the beliefs about supporting developmental areas sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path C). Hypothesis 4 Problem-solving skill is directly, and positively related to the beliefs about supporting parent involvement sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path D). Hypothesis 5 Creativity skill is directly, and positively related to preschool teachers' beliefs about using child-centered instruction (Path E). Hypothesis 6 Creativity skill is directly, and positively related to the beliefs about education, and instruction sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path F). Hypothesis 7 Creativity skill is directly, and positively related to the beliefs about supporting developmental areas sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path G). Hypothesis 8 Creativity skill is directly, and positively related to the beliefs about supporting parent involvement sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path H). Hypothesis 9 Critical thinking skill is directly, and positively related to preschool teachers' beliefs about using child-centered instruction (Path I). Hypothesis 10 Critical thinking skill is directly, and positively related to the beliefs about education, and instruction sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path J). Hypothesis 11 Critical thinking skill is directly, and positively related to the beliefs about supporting developmental areas sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path K). Hypothesis 12 Critical thinking skill is directly, and positively related to the beliefs about supporting parent involvement sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path L). Theoretical Framework Child-Centered Instruction: Child-centered education prioritizes the child's active participation in learning, with instruction tailored to the child's interests and needs. Philosophers like Dewey, Piaget, and Vygotsky have supported this approach, which forms the foundation of many preschool curricula. The goal of child-centered education is to establish a safe, encouraging, and empowering learning environment where children are driven to learn, actively involved in the process of learning, and have the tools necessary to excel in the classroom, and beyond (Nicholas, Rouse, & Paatsch, 2021 ). Role of the Teacher: In child-centered education, the teacher acts as a guide, facilitating learning rather than directly imparting knowledge. Teachers support children in becoming independent learners. In order for the child to realize his/her own learning, teachers play a role that monitors children's work, listens to what they say, and allows new experiments without being intrusive (Hohmann, & Weikart, 2000 ). In child-centered education, the teacher is also seen as a learner (Kaya, & Aytar, 2012 ). Assessment: Evaluation in child-centered education is focused on supporting children's development and learning. Traditional tests are supplemented with authentic assessment methods. By incorporating authentic assessment methods, formative assessment practices, student self-assessment, peer assessment, and holistic evaluation criteria, child-centered education aims to nurture the whole child and prepare children for success in a dynamic and rapidly changing world. Definition and Importance of Cognitive Skills Problem-Solving Skills: Problem-solving involves identifying, analyzing, and resolving issues. This skill is crucial for handling unexpected situations in child-centered instruction. Creativity Skills: Creativity includes generating new ideas, finding alternatives, and applying creative approaches to problems. It contributes to innovative teaching strategies in child-centered education. Critical Thinking Skills: Critical thinking encompasses evaluating information, reasoning, and drawing logical conclusions. It enables teachers to critically analyze child-centered teaching methods. Method Research Design The primary focus of this study is to explore the relationships between problem solving skills, critical thinking skills, creativity skills and preschool teachers' beliefs about using child-centered instruction. Accordingly, this study is an explanatory research. Since the data for this study was gathered from a survey, it is a quantitative research in terms of method. In addition, it is a cross-sectional study in terms of duration since data is collected within a certain time period (Kose, 2023 ). This study, which aims to explore the relationships between problem solving skills, critical thinking skills, creativity skills and preschool teachers' beliefs about using child-centered instruction, used quantitative inquiry with a correlational design was used in this study. Predictive correlational research, a subset of correlational research, identifies changes in the dependent variable as a function of the independent variables (Buyukozturk, 2013). Predictive correlational studies are classified into two categories based on the number of variables they contain: single-factor and multi-factor predictive designs. This study is structured around a multifactor predictive design. The multifactor predictive design is a technique that enables the examination of both direct and indirect correlations between variables (Buyukozturk, 2013). Within the scope of the research, firstly, the Teachers' Beliefs About Using Child-Centered Instruction scale was developed. After it was determined that the scale was valid and reliable, the Structural Equation Model (SEM) was used to create a model and to reveal the relationship between teachers' beliefs about using child-centered instruction and problem solving skills, creativity skills and critical thinking skills. Participants of the Study The study sample of this research consists of 252 pre-school teachers working in public and private pre-school education institutions affiliated with the Ministry of National Education in the 2022–2023 academic year. Convenience sampling method was used in this research. It was determined that 33 people did not fill out the forms or filled them out incompletely. As seen in Table 1 , all of the participants have a Bachelor’s degree, (82.6%) 181 participants work in Private Preschool and (17.4%) 38 participants work in Public Preschool. 73.5% of the participants (161 people) have experience between 0–12 months, and 26.5% (58 people) have experience between 1–5 years. Table 1 Descriptive statistics of participants Educational Level n % Full sample Bachelor’s 219 100.0 100.0 Status of the Institutions Where Participants Work Private Kindergarten 181 82.6 82.6 Public Preschool 38 17.4 100.0 Experience of the Participants 0–12 months 161 73.5 73.5 1–5 years 58 26.5 100.0 Total 219 100.0 Data Collection Tools In this study, participants provided data electronically via Google Forms. Preschool teachers participated voluntarily in this study. A total of five instruments were used to collect data for the purposes of the study. The Demographic Inventory, Kaufman Domains of Creativity Scale, Problem Solving Inventory, Critical Thinking Disposition Scale, and the Preschool Teachers' Beliefs to Use Child-Centered Instruction Scale are the data collection instruments utilized. Kaufman Domains of Creativity Scale To assess teachers' skills in generating new and original ideas, Kaufman Domains of Creativity Scale was used. The Kaufman Domains of Creativity Scale (KDCS), originally developed by Kaufman (2012), is a tool designed to assess creativity across five dimensions: Scholarly, Mechanical/Scientific, Performance (writing and music, Self/Everyday, and Artistic. It consists of 41 items rated on a five-point Likert scale, with total scores ranging from 41 to 205, where higher scores indicate greater creativity. For this study, the Turkish adaptation by Sahin (2016) was utilized. This version demonstrated strong reliability, with an overall Cronbach’s alpha of .90. The Turkish KDCS underwent rigorous validity and reliability testing, revealing a five-factor structure with 42 items via exploratory and confirmatory factor analyses. One item was later excluded. Sub-factors showed Cronbach’s alpha coefficients between .77 and .87, indicating good internal consistency. Discriminant validity was confirmed through significant differences between the highest and lowest scoring 27% groups. The scale's total Cronbach’s alpha was .912, confirming it as highly reliable, with all sub-dimensions also showing reliability (α > .60). These findings validate the Turkish KDCS as a reliable and effective measure of creativity across various domains. Problem Solving Inventory The Problem Solving Inventory (PSI), developed by Heppner ( 1982 ) and adapted to Turkish by Sahin, Sahin, and Heppner (1993), evaluates individuals' self-perceived problem-solving behaviors in daily life. The scale comprises 35 items, scored on a six-point Likert scale, with total scores ranging from 35 to 210. Higher scores indicate lower perceived problem-solving ability. The Turkish version demonstrated a strong internal consistency coefficient (Cronbach’s alpha: .88) and split-half reliability of .81. Validity testing showed moderate correlations with the Beck Depression Inventory (.33) and the State-Trait Anxiety Inventory (.45). Factor analysis revealed six sub-dimensions: Approach-Avoidance Style, Reflective Style, Avoidant Style, Monitoring, Problem Solving Confidence, and Planfulness, but only the total score was analyzed in this study. In this study, reliability analysis confirmed the PSI’s overall reliability (Cronbach’s alpha: .831) and the reliability of its sub-dimensions (α > .60). Statistical methods such as frequency distribution, percentages, t-tests, and F-tests were used for data analysis. The PSI is a robust and reliable tool for assessing problem-solving perceptions. Critical Thinking Disposition Scale (CTDS) The Critical Thinking Disposition Scale (CTDS), developed by Akin, Hamedoglu, and colleagues (2015), measures critical thinking skills. It consists of 11 items, scored on a five-point Likert scale, with total scores ranging from 11 to 55, where higher scores indicate stronger critical thinking skills. The Turkish adaptation demonstrated good internal consistency with a Cronbach’s alpha of .78. Confirmatory factor analysis confirmed a two-dimensional model with excellent fit indices (e.g., RMSEA = .040, CFI = .97, GFI = .96). The scale’s internal consistency reliability coefficients were .78 for the total scale, .78 for the Reflective Skepticism subscale, and .75 for the Critical Openness subscale. Item-total score correlations ranged from .25 to .57, supporting validity. Reliability analysis indicated strong reliability for the overall scale (Cronbach’s alpha: .867) and sub-dimensions (α > .60). The findings validate the CTDS as a reliable and effective measure of critical thinking disposition. Teachers' Beliefs About Using Child Centered Instruction Scale (TBCCIS) Preschool Teachers' Beliefs About Using Child Centered Instruction Scale was developed by the researcher in the scope of the study conducted. Scale Development Multi-stage development research was conducted to provide a measure of Teachers' Beliefs About Using Child Centered Instruction. To steer this multi-staged research, it was determined to employ the scale development processes advocated by DeVellis ( 2016 ) as follows: 1. Determine Clearly What It Is You Want to Measure 2. Generate an Item Pool 3. Determine the Format for Measurement 4. Have Initial Item Pool Reviewed by Experts63 5. Consider Inclusion of Validation Items 6. Evaluate the Items 7. Optimize Scale Length (p.78). 1. Determine Clearly What It Is You Want to Measure: After deciding on the topic of the study, the teachers' beliefs in child-centered instruction, an initial advisor-advisee meeting was held to discuss their basic structure; because this is the first critical stage in establishing the theoretical basis for designing any survey. As a result of this conference, a preliminary theoretical model was developed. After this, the researcher conducted a study. A comprehensive and analytical evaluation of extensive literature on teachers' beliefs in child-centered instruction was conducted from various sources. In the literature reviewed, it was observed that there were few studies on teachers' beliefs in child-centered education. In addition, the scale of Turkish teachers' belief in child-centered instruction was not found. For this reason, the researcher aims to develop a reliable teachers' belief in using a child-centered instruction scale. 2.Generate an Item Pool: After the literature review was completed, the item creation process initiated. The researcher and the advisor discussed the basic constructs extensively. The preliminary list of items was created in accordance with the MEB pre-school education program. The researcher and the advisor discussed the basic constructs extensively. The question pool resulted in 54 items, but in order to reduce the number of some unnecessary and overlapping items, researcher and advisor conferences were organized, and the number of questions was reduced to 36 items. At this stage of development, 36 items were organized under the headings of developmental areas, teaching activities, developmental areas, classroom management, parent involvement, and evaluation. 3.Determine the Format for Measurement: In this study, the format was chosen as a Likert-scale response, as it is an illustration of a commonly used item format designed to assess opinions, beliefs, and attitudes (DeVellis, 2016 ). When a Likert scale is used, the item is presented as a sentence, with response categories representing various degrees of agreement or acceptance with the statement (Tezbasaran, 1996). The items are presented as 1 = I completely disagree, 2 = I disagree, 3 = Neither agree nor disagree, 4 = I agree, and 5 = I completely agree. 4.Have Initial Item Pool Reviewed by Experts: The scale development process involved a rigorous review by 12 experts in pre-school education, including 7 academicians from various universities. Initially, the items were assessed for clarity and intelligibility by teachers and experts. After confirming that all items were comprehensible, a text explaining the research process and instructions for experts was added to the form. Feedback was gathered through email correspondence and telephone discussions with the experts. Based on their input, the items were evaluated for alignment with the child-centered approach and clarity of expressions. Experts categorized items as "keep as is," "remove," or "correct," with suggestions for improvement. Adjustments were made accordingly, with some items consolidated. The final scale included 36 items, each using a five-point Likert scale. This process ensured the scale's validity and relevance through expert collaboration. 5. Consider Inclusion of Validation Items: The teachers' beliefs about using child-centered instruction scale includes 12 reverse-scored items to prevent participants from choosing only one side of the scale and to limit the negative consequences of the acquiescence bias (DeVellis, 2016 ). Moreover, the scale has multiple item statements that measure the same constructs. 6.Evaluate the Items: The draft scale was digitized and uploaded to an electronic portal. The draft scale was sent to 521 teachers via Google Forms using the convenience sampling method. Lingard and Rowlinson ( 2006 ) suggest a scale of sample sizes for scale development: 100 is poor, 200 is fair, 300 is good, 500 is very good, and 1,000 is excellent; taking this into account, the study group size is very good. Before the survey could begin, participants were asked to read and sign a consent form. To ensure that the teachers' responses were as valid as feasible, anonymity and confidentiality were maintained. Following the administration, the data were prepared for analysis. For instance, negative worded items were reverse-scored prior to data analysis. As a result, the data from the research was separated into two categories: exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The performance of individual items is evaluated using EFA to produce the final constructs of the scale. The researcher used CFA to validate the TBCCIS and its constructs after determining the number of factors in the scale. 7.Optimize Scale Length: The length of the scale must be comprehensible for the chosen intended population. Consequently, some items with low factor loadings, large cross-loadings, low conceptual consistency, and low contribution to internal consistency can be deleted (Lingard and Rowlinson, 2006 ). To increase the reliability, the researcher excluded items with low factor loadings and average correlations with the remaining items. The final version of the the Teachers' Beliefs about Using Child-Centered Instruction Scale consists of 36 items divided into five sub-dimensions: 1.Development areas 2.Teaching activities 3.Behaviour Management 4.Evaluation 5.Parental involvement Exploratory Factor Analysis To verify the dimensionality of the Teachers' Beliefs About Using Child Centered Instruction, an EFA with principal components’ analysis was performed on the 36 items measurement. some items with low correlation within the same factor were omitted. In the item generation process, multiple items with similar meanings that measure the same phenomenon were generated on purpose. The analysis, which yielded a clear factor solution, was that of a three-factor model consisting of 28 items with factor loads of all items greater than .40. According to the results of the analysis, following factor rotation, the scale's first dimension consisted of thirteen items (33, 31, 36, 11, 30, 6, 32, 16, 1, 7, 29, 5, 8); the second dimension consisted of thirteen items (2, 26, 17, 34, 24, 28, 4, 9, 14, 23, 18, 25, 15); the third dimension consisted of two items (12, 21). The TBCCIS was established as a consequence of the study, and it comprises three sub dimension and 28 elements (see Table 2 ). The scree plot shows how many factors emerge according to the eigenvalue. According to Fig. 2 , a three-factor structure with an eigenvalue of 1 and above was obtained. The factor loads of the items in the first component varied between .40 and .73, those in the second component varied between .41 and .67, those in the third component varied between .56 and .67. Table 2 Explanatory Factor Analysis Results Related to Scale of Preschool Teachers' Beliefs About Using Child-Centered Instruction Beliefs About Supporting Developmental Areas Beliefs About Education and Instruction Activities Beliefs About Supporting Parent Involvement Uniqueness TBCCI33 .730 .463 TBCCI31 .617 .618 TBCCI36 .611 .614 TBCCI11 .591 .607 TBCCI30 .564 .646 TBCCI6 .559 .651 TBCCI32 .491 .715 TBCCI16 .486 .745 TBCCI1 .455 .764 TBCCI7 .410 .806 TBCCI29 .407 .777 TBCCI5 .405 .861 TBCCI8 − .402 .849 TBCCI2 .673 .718 TBCCI26 .538 .696 TBCCI17 .510 .602 TBCCI34 .504 .708 TBCCI24 .491 .755 TBCCI28 .485 .697 TBCCI4 .484 .631 TBCCI9 .447 .786 TBCCI14 .442 .792 TBCCI23 .440 .826 TBCCI18 .434 .843 TBCCI25 .425 .850 TBCCI15 .412 .888 TBCCI12 .675 .718 TBCCI21 .567 .413 Cronbach’s Alpha .761 .611 .686 Total Cronbach’s Alpha .730 The Bartlett test explains the statistical consistency of the values in the correlation matrix, which includes all items in the model. The adequacy of the data for factor analysis was determined using the Kaiser Meyer-Olkin (KMO) and Bartlett Test of Sphericity. The recommended KMO value should be greater than the cut-off value of 0.5, and the Bartlett global value should be statistically significant with a p value of less than 0.5% (Yaşlıoğlu, 2017 ). As a result, it was revealed that the KMO value was 0.752 and this value was greater than the threshold value. A value of 0.5 indicates that the sample size is sufficient. The Bartlett global value was significant at 4173 (p < .001). As a result of the analysis, a three-factor structure emerged. In addition, the item-total correlation coefficients of the scale must be greater than .30. If the value of an item in the scale is below 0.30, it should be deleted. Correlation coefficients between items and totals ranged from .41 to .88. The fit indices resulting from the conducted confirmatory factor analysis are as stated above. Based on this, it can be concluded that these values conform to the standards. Confirmatory Factor Analysis Confirmatory factor analyses, were conducted to determine the validity of the scale of preschool teachers' beliefs about using child-centered instruction. Confirmatory factor analysis is described as an analysis method used to measure whether the dataset collected for research is suitable for the scales previously used in various studies (Secer, 2017). As a result of the confirmatory factor analysis conducted on the Scale of Preschool Teachers' Beliefs About Using Child-Centered Instruction, due to the standardized regression weights of items 4, 15, 26, and 30 being well below 0.7, it has been decided to remove them from the scale. The final version of the scale has 24 items and 3 factors. Consequently, the fit indices were found to be in accordance with the standards. According to the Confirmatory Factor Analyzing findings in Table 3 , the factor loadings for the Beliefs About Supporting Developmental Areas dimension ranged from 0.636 to 0.923, for the Beliefs About Education and Instruction Activities dimension ranged from 0.726 to 0.926, and for the parental involvement dimension ranged from 0.898 to 0.912. The fit indices for the confirmatory factor analysis being within the reference ranges, and the factor loadings being 0.7 or higher, or very close to 0.7, confirm the factor structure. Table 3 Standardized Regression Weights of the Scale of Preschool Teachers' Beliefs About Using Child-Centered Instruction (TBCCI) Items Factor Factor Load 1 Beliefs About Supporting Developmental Areas 0,887 5 0,801 6 0,641 7 0,679 8 0,696 11 0,885 16 0,899 29 0,636 31 0,726 32 0,766 33 0,918 36 0,923 2 Beliefs About Education and Instruction Activities 0,773 9 0,873 14 0,739 17 0,755 18 0,733 23 0,900 24 0,926 25 0,726 28 0,764 34 0,838 12 Beliefs About Supporting Parent Involvement 0,898 21 0,912 Reliability Analysis of the Teachers' Beliefs About Using Child Centered Instruction Scale In this research, problem-solving, creativity, critical thinking disposition and the scale of preschool teachers' beliefs about using child-centered instruction were utilized. To determine whether these scales and their subscales are reliable, a reliability analysis was conducted using the Cronbach's alpha coefficient. As a result of the reliability analysis, the Cronbach alpha value of the Preschool Teachers' Beliefs About Using Child-Centered Instruction Scale was found to be .73. This result shows that the scale is reliable. In addition, 3 factors were obtained as a result of exploratory factor analysis, and since the Cronbach alpha value of all sub-dimensions is greater than 0.60, it can be said that the sub-dimensions are reliable. Data Analysis Structural Equation Modeling (SEM), a multivariate statistical analysis technique, was employed to analyze the data, aiming to test the relationships between dependent and independent variables (Schermelleh, Moosbrugger, & Müller, 2003 ). All descriptive statistics were conducted using IBM Statistical Packages of Social Sciences (SPSS) 24, and IBM Analysis of Moment Structures (AMOS) 24 software was used to explore structural connections. Structural Equation Modeling (SEM) is to test and estimate complex relationships among variables (Schumacker, and Lomax, 2010 ). Findings This section of the research summarizes descriptive statistics for the variables in the research, including the total number of participants (N), the mean (M) and the standard deviation (SD), Minimum, Maximum and discusses and summarizes the hypothesized path analysis model. Path Analysis: Testing the Final (Trimmed) Model Parsimonious models are one outcome sought after by path analysis. Considering the outcomes of the initial study for the hypothesized model, a parsimonious model can be used in subsequent tests with additional data to determine the prediction accuracy of the model (Tabachnick, and Fidell, 2016 ). The path analysis did not find any insignificant paths. Consequently, the model fits the data. Figure 3 depicts the standardized path coefficients for the paths of the final model. Evaluating the path coefficients between the variables of the final model revealed that each path was statistically significant. The same model fitting statistics were calculated for the reduced model. Table 4 shows the summary of model fitting statistics for the final model. In the final model, the result of Chi-square (χ2/df = 3) indicated that the model suited the data well. Moreover, fit indices for the model suggested a strong model-to-data fit: GFI = .95, CFI = .96, TLI = .96, NFI = .94 and RMSEA = .07. The correlation coefficients calculated for problem solving skills, creativity skills, critical thinking skills, preschool teachers' beliefs in child-centered instruction, and their sub-dimensions. The correlation coefficient between problem solving skills and preschool teachers' beliefs about using child-centered instruction was found to be 0.86, 0.82 with the beliefs about supporting developmental areas sub-dimension, 0.80 with the beliefs about education and instruction activities sub-dimension, and 0.79 with the parent involvement sub-dimension. The correlation coefficient between creativity skills and preschool teachers' beliefs about using child-centered instruction was found to be 0.85, 0.87 with the beliefs about supporting developmental areas sub-dimension, 0.86 with the beliefs about education and instruction activities sub-dimension, and 0.85 with the parent involvement sub-dimension. The correlation coefficient between critical thinking skills and preschool teachers' beliefs about using child-centered instruction was found to be 0.78, 0.81 with the beliefs about supporting developmental areas sub-dimension, 0.79 with the beliefs about education and instruction activities sub-dimension, and 0.85 with the parent involvement sub-dimension. Based on the result it can be said that there is a high level of correlation between them. Table 4 Summary of Final Model Fitting Statistics Fit Indices Perfect Fit Accepted Fit Model χ2 /sd 0 ≤ χ2 /sd ≤ 2 2 < χ2 /sd ≤ 5 3.00 RMSEA 0 ≤ RMSEA ≤ .05 .05 < RMSEA ≤ .10 .07 SRMR 0 ≤ SRMR ≤ .05 .05 ≤ SRMR ≤ .10 .04 GFI .95 ≤ GFI < 1.00 .80 ≤ GFI < .95 .95 NFI .95 ≤ GFI < 1.00 .90 ≤ NFI < .95 .94 CFI .95 ≤ CFI < 1.00 .90 ≤ CFI < .95 .96 TLI .95 ≤ TLI < 1.00 .90 ≤ NFI < .95 .96 Direct and Indirect Relationships As shown in Table 5 , the path coefficients for the model ranged from 0.78 to 0.86. Schermelleh, Moosbrugger, & Müller ( 2003 ) introduced the impact size index and its values for the standardized path coefficient (β), where values less than .10 indicate a minor effect, values between .30 and .50 a medium effect, and values greater than .50 a big effect. Accordingly, problem solving skills had a strong direct effect on teachers' beliefs to use child-centered instruction (β = .86); creativity skills had a strong direct effect on teachers' beliefs to use child-centered instruction (β = .85); critical thinking skills had a direct effect on teachers' beliefs to use child-centered instruction (β = .78). The calculated direct and indirect effects, as well as their statistical significance, for the final model are reported in Table 5 . As it is clear from Table 5 Problem Solving skills have a large effect on beliefs about developmental areas (β = .80), beliefs about education and instruction activities (β = .76), beliefs about supporting parent involvement (β = .79). Creativity Skill have a large effect on beliefs about developmental areas (β = .87), beliefs about education and instruction activities (β = .86), beliefs about supporting parent involvement (β = .85), Critical Thinking Skill have a large effect on beliefs about developmental areas (β = .81), beliefs about education and instruction activities (β = .79), beliefs about supporting parent involvement (β = .85). Table 5. Discussion In this section, the direct, indirect and total effects of problem-solving skills, critical thinking skills and creativity skills as predictors of teachers' beliefs about using child-centered instruction are discussed and interpreted according to hypothesized and trimmed model. Discussion Regarding the Relationship between Problem Solving Skill and Teachers’ Beliefs About Using Child Centered Instruction Findings revealed that teachers' problem solving scores had a direct effect on teachers’ beliefs about using child-centered instruction; that is, problem solving skills directly contribute to teachers’ beliefs about using child-centered instruction (Path A). According to Orgoványi-Gajdos ( 2016 ) and Anlıak, & Dinçer, ( 2005 ), teachers’ problem solving skills affect their beliefs about child-centered instruction. According to Çınar, Hatunoglu and Hatunoğlu (2009) study results, teachers perceive themselves to be high level (slightly above average) problem solvers. In this study there is a significant relationship between problem-solving skills and teachers' beliefs about using child-centered instruction, indicated by a standardized estimate of 0.86, highlights the importance of this skill in shaping instructional practices. Hypothesis 1 : Problem solving skills are directly and positively related to preschool teachers' beliefs about using child-centered instruction (Path A). The hypothesis was accepted as there was a positive and direct relationship between problem solving skill and preschool teachers' beliefs in child-centered instruction dimension (β = .86, p < .001). Koyceğiz and Ozbey (2019) suggest that teachers with strong problem-solving skills are better equipped to effectively implement child-centered instructional approaches. These skills help them address challenges during child-centered activities, adapt instruction to individual children's needs, and create a supportive learning environment conducive to exploration and discovery. The study conducted by Anliak and Dincer (2005) supports this hypothesis. The research was aimed at evaluating the interpersonal problem solving skill levels of children attending two different pre-school education institutions (private institutions) where the MEB Preschool Education Program (public institution) and the active education approach are applied, and this Multiple Intelligence Theory is applied (private institution). In this regard, it is aimed at testing the effectiveness of different training programs. Preschool Interpersonal Problem Solving Test (OCPS) was administered to a total of 122 children attending two different preschool education institutions. Consequently, it was specified that the average point of the total number of solutions and the total number of categories given to the problem situation related to their peers/mothers of the children who received child-centered education was higher than the other children. In conclusion, there is a direct and positive relationship between problem solving skills and teachers’ beliefs about using child-centered instruction. Discussion Regarding the Relationship between Creativity Skill and Teachers' Beliefs About Using Child-Centered Instruction According to the findings teachers' creativity scores had a direct effect on teachers’ beliefs about using child-centered instruction, that is, creativity skills directly contribute to teachers’ beliefs about using child-centered instruction (Path E). According to Simpson and Newton (2022), teachers’ creativity skills affect their beliefs about child-centered instruction. The positive and direct relationship between creativity skill and preschool teachers' beliefs in child-centered instruction, as evidenced by a standardized estimate of β = 0.85 (p < 0.001), signifies the crucial role of creativity in shaping instructional practices within early childhood education. This study concluded that teachers’ creativity skills affect their beliefs about child-centered instruction. This result is supported by Lapenienea and Dumciene ( 2013 ). As teachers' creativity skills improve, their belief in child-centered teaching also increases. In other words, creativity is a skill that can develop, and as creativity skills develop, teachers' beliefs in child-centered education will also develop. This finding is corroborated by Šemberger and Konrad's research from 2021. The results show that individuals think creativity is both innate and developable. Additionally, they think that all children have creativity, but not all the time or in all genres. The participants acknowledge the value of encouraging creativity and concur that youngsters need motivation in order to express and develop their creativity. Lapeniene and Dumciene's (2013) study concluded that creativity can be enhanced with the right environments, and that supporting teachers can further improve their creativity. The study conducted by Kerem and Kamaraj ( 2000 ) supports the result found in this research. In consequence, a statistically meaningful relations was found between whether teachers received training on creativity or not, their reasoning ability and their ability to learn by doing. The study by Simpson, Newton, and Newton ( 2022 ) lends credence to the study hypothesis. They created and evaluated a set of materials meant to inspire innovative instruction in teacher candidates by providing them with a variety of learning opportunities. After completing the package, the study discovered strong evidence of a considerable increase in the comprehension and application of creative teaching approaches by the student teachers. It comes to the conclusion that creative instruction may be effectively supported and suggests giving it more consideration during the teacher preparation and development process. Yolcu and Yenilmez's (2007) research lends credence to the idea that instructors' attitudes and actions during class help students increase their capacity for creative thought. This idea was further supported by Birgili's (2015) study, which used a problem-based approach and discovered a relationship between teaching tactics, methods, and techniques and the improvement of creativity and critical thinking skills. This research is supported by Yeşilyurt's (2020) study, which emphasizes teacher qualities, learning-teaching contexts, and strategies for encouraging creative thinking. It also describes the roles that the environment and parents play in fostering and encouraging creativity. People can identify and develop their creative thinking skills with the correct environment and instruction. Creative thinking and creativity are greatly enhanced by educational environments, especially those that are teaching and learning oriented. The learning spaces created by teachers play a significant role in children's experiential learning. Otacıoğlu (2008) carried out a theoretical study based on a literature review in order to provide preliminary information supported by foreign sources on preschool child-centered learning and to suggest various ways for teachers working in preschool education institutions on how they can provide education to their students. As a consequence of the study, when the education method used by preschool educators in basic music education is more child-oriented, children's creativity is more supported. Hence, there is a direct and positive relationship between creativity skills and teachers’ beliefs about using child-centered instruction Discussion Regarding the Relationship between Critical Thinking Skill and Teachers' Beliefs About Using Child-Centered Instruction Findings showed that teachers' critical thinking skills had a direct effect on teachers’ beliefs about child-centered instruction, that is critical thinking skills directly contribute to teachers’ beliefs about using child-centered instruction (Path I). There is a positive and direct relationship between critical thinking skills and preschool teachers' beliefs in child-centered instruction, evidenced by a standardized estimate of β = 0.78 (p < 0.001), highlights the critical role of critical thinking in shaping instructional practices within early childhood education. The positive relations between critical thinking skills and preschool teachers' beliefs in child-centered instruction underscores the significant impact of critical thinking on shaping instructional practices and promoting meaningful learning experiences for young children (Iliman Püsküllüoğlu, & Altınkurt, 2018 ). Teachers who prioritize critical thinking in their approach to instruction create dynamic, engaging, and intellectually stimulating learning environments that empower children to think critically, solve problems, and become active, engaged, and lifelong learners (Larrraz, 2021). The relationship between educators' critical thinking skills and their beliefs in child-centered instruction is rooted in their ability to critically analyze pedagogical principles, evaluate effectiveness, align with their educational philosophy, adapt to diverse student needs, innovate in teaching practices, and engage in continuous improvement. This theory is supported by the research done in 2022 by O'Reilly, Devitt, and Hayes. This study's findings revealed a significant relationship between the instructional approaches created to encourage and clarify critical thinking in young children. The research was conducted by Cicek-Saglam and Buyukuysal (2013) with 139 university students. As a result of the study, students' critical thinking levels were generally low. The main reason for the obstacles to critical thinking is the continuation of traditional and rote learning approaches. This result also supports the hypothesis. The findings of this research are corroborated by Aybek and Aslan's (2017) investigation. The study aims to investigate the relationship between educational ideologies and the critical thinking tendencies of teacher candidates. The Critical Thinking Disposition Scale and the Philosophy Preference Evaluation Scale were used to collect the data. As a consequence, it was specified that there was a positive and meaningful relationship between the critical thinking disposition scores of the teacher candidate and the contemporary philosophy of education dimension scores of the philosophy preference evaluation scale. There is a positive but insignificant relationship between the scores in the traditional philosophy of education dimension. In addition, it has been observed that the relationship between dimensions of the critical thinking disposition scale such as cognitive maturity, participation and innovation, and contemporary educational philosophies is significant. These three dimensions explain 14% of educational philosophies and have no significant correlation with traditional educational philosophies. As a result, in the light of the literature, there is a direct and positive relationship between teachers' critical thinking skills and their beliefs in child-centered instruction. Discussion Regarding Teachers' Beliefs About Using Child-Centered Instruction and Its Sub-Dimensions As it is indicated above, The Scale of Teachers' Beliefs About Using Child-Centered Instruction was developed specifically for the purposes of this study. It was approved that the scale is additive, which implies that the three sub-dimensions of the scale together reflect teachers’ beliefs on child-centered instruction. A total point can be obtained from this scale. The conclusion of the research expresses that the sub-dimensions are interrelated and mutually supportive. It can be concluded that competence in one of the subdimensions increases the probability of provoking the others. For example, a teacher can not implement child-centered instruction without supporting developmental areas, which is one of the sub-dimensions. This finding is consistent with Šemberger ve Konrad (2021) research, which indicated that in order for children's creativity to develop, it must be supported with child-centered teaching in all areas. There is a strong relationship between teachers' beliefs about using child-centered instruction, and its sub-dimensions: beliefs about education, beliefs about supporting developmental areas, and beliefs about supporting parent involvement. Yeşilyurt ( 2020 ) stated the importance of the education of parents in supporting children's creativity in education. They concluded that education and learning-training environments are significant factors in the development of creativity and creative thinking. The educational environment created by teachers has a significant place in children's learning by doing and experiencing. This result also supports the sub-dimensions of educators' child-centered instruction approaches. As a consequence of the study Child-Centered Education, preschool teachers' beliefs and self-reported practices, conducted by Sak, Erden and Morrison with 20 preschool teachers in 2015, it was concluded that beliefs and attitude in child-centered education was strongest in the children's developmental areas, but less so in the other areas examined. This result also supports the sub-dimensions of teachers' child-centered instruction approaches. Yolcu and Yenilmez ( 2007 ) aimed to determine the contribution of educators' attitudes and performance in lessons to the progress of students' creative thinking skills. According to the study outcome, teachers' attitudes and behaviors in lessons are important in developing creative thinking skills in students. This result also supports the sub-dimensions of educator student-based instruction approaches. Previous studies also show a relationship between teachers' beliefs about using student-based teaching, their beliefs about education, about supporting developmental areas and about supporting parental involvement. These basic beliefs are interconnected in shaping teachers' teaching practices, classroom environments and educational practices. These beliefs contribute to creating student-centered, supportive, and inclusive learning communities that prioritize the holistic development and well-being of all learners (Lerkkanen, Kiuru, & Pakarinen. at all. 2016). DeVries et al. ( 1991 ) observed three kindergarten classes using the teacher-centered traditional method, the child-centered constructivist method, and the eclectic method and analyzed them using two games. As a result, it was determined that the children in the class where the constructivist method was applied were more successful than others in interpersonal relations, experience sharing and diversity of negotiation strategies. This result also supports the sub-dimensions of teachers' child-centered instruction approaches. Hirsh-Pasek et al. ( 1990 ) found that programs grounded in child-centered learning activities helped children's short- and long-term academic and social development, while programs based on traditional methods had a short-term effect on academic development. This result support the idea that supporting children's developmental areas and applying child-centered instruction are interrelated. Macron's study in 1992 suggests that there is a relationship between child-centered education and children's academic success. This research support the idea that there is a relationship between the child-centered approach and the teacher's beliefs about education and instruction. Consequently, it may be extrapolated that the findings of this investigation are consistent with those of earlier studies. Conclusion The findings of this study provide substantial evidence supporting the direct and positive relationships between preschool teachers' problem-solving, creativity, and critical thinking skills and their beliefs about using child-centered instruction. Teachers with high levels of problem-solving skills demonstrate a stronger commitment to child-centered instructional practices, enabling them to create more adaptive and supportive learning environments. Likewise, teachers' creativity skills positively impact their beliefs in child-centered instruction, fostering dynamic and engaging classroom practices that encourage exploration and innovation in early childhood education. Similarly, critical thinking skills contribute to more effective implementation of child-centered instruction, as these skills allow teachers to critically evaluate and refine their teaching strategies to meet the diverse needs of their students. The Teachers' Beliefs About Using Child-Centered Instruction Scale developed in this study has proven to be a valid and reliable tool for measuring teachers' beliefs in three essential dimensions; beliefs about supporting developmental areas, beliefs about education and teaching activities, and beliefs about supporting parental involvement. These interconnected dimensions reveal that enhancing one aspect of child-centered instruction such as fostering developmental areas positively influences the other dimensions, creating a holistic and inclusive approach to early childhood education. This synergy underlines the importance of adopting a multifaceted approach to supporting child-centered teaching practices. In conclusion, this study highlights the critical role of problem-solving, creativity, and critical thinking skills in shaping teachers’ beliefs about child-centered instruction, offering a comprehensive framework for fostering more effective and supportive learning environments in early childhood education. These findings suggest that by prioritizing the development of these skills in teacher training programs, educational institutions can further promote child-centered instruction, ultimately benefiting the holistic development and well-being of young learners. Declarations Author Contributions : The first author is the author of the dissertation, while the second author is the dissertation advisor. The article has been collaboratively developed based on the research conducted for the dissertation. Conflict of Interest: Authors declare that they have no conflict of interest. Data availability : Data will be made available on request. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. This study was approved by the Istanbul Biruni University Ethics Committee with the number 2023/82-15. Participation in this research was entirely voluntary, and informed consent was obtained from all participants before data collection. Participants were assured that their responses would remain confidential and would be used solely for academic purposes. References Akin, A., Hamedoğlu, M. A., Arslan, S., Akin, U., Çelik, U., Kaya, Ç., & Arslan, N. (2015). The adaptation and validation of the turkish version of the critical thinking disposition scale (CTDS). The International Journal of Educational Researchers, 6(1), 31-35. Anlıak, Ş., & Dinçer, Ç. (2005). The evaluation of the interpersonal problem solving skills of the children attending to the preschools applying different educational approaches. 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International Journal of Society Researches.https://doi.org/10.26466/opus.662721 Yenilmez, K. & Yolcu, B.(2007). Contributions of teachers’ behaviors on creative thinking abilities. Journal of Social Sciences. Retrieved form: https://dergipark.org.tr/tr/pub/manassosyal/issue/49947/640065 Tabachnick, B. G., & Fidell, L, S.(2016).Using multivariate statistics (6th Edition). Boston: Pearson Tezbaşaran, A. (1996). Likert type scale development guide. Ankara: Psychologists Association Publications. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6112530","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":421219183,"identity":"da52d522-6179-4522-b872-0344f7b8b59f","order_by":0,"name":"TUGBA NESE","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABBklEQVRIiWNgGAWjYNCCAxCKmYHBBkgxNh4gQosBAwMbWEsaSEsDSVoOI9uKHZiztz988OPMH3n5+T3GrwtqztutbT8MtKXGJhqXFsueM8aGPTcMDDcc4zGznnHsdvK2M4lALcfSchtwaDG4kcMmwfPBgHEDG4+ZMQ/b7WSzA0AtjA2HcWu5//z5zz8fDOznt4G0/DuXbHb+IQEtNxjMmHluGCQ2HOMxfszbdsDO7AYhW87kGEvLnDFO3nAsrYx5Zl9ygtkNoC0J+Pxy/PjDj2+OydnObz68+XPBNzt7s/PpDx98qLHBqQUZsEkAiUSwygQilIMA8wcgYU+k4lEwCkbBKBhBAABi7GhaFKsNPAAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0000-0002-2395-1760","institution":"MEF University","correspondingAuthor":true,"prefix":"","firstName":"TUGBA","middleName":"","lastName":"NESE","suffix":""},{"id":421219184,"identity":"5e11c562-8de2-4657-afe8-c73c60448ba3","order_by":1,"name":"AYSE MUNIRE ERDEN","email":"","orcid":"https://orcid.org/0000-0001-9840-9899","institution":"Yeditepe University","correspondingAuthor":false,"prefix":"","firstName":"AYSE","middleName":"MUNIRE","lastName":"ERDEN","suffix":""}],"badges":[],"createdAt":"2025-02-26 11:03:07","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6112530/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6112530/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":77763528,"identity":"3779d893-f7a5-42c0-a7a7-3654f0fd3013","added_by":"auto","created_at":"2025-03-05 09:52:10","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":390448,"visible":true,"origin":"","legend":"\u003cp\u003eHypothesized Model\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-6112530/v1/d6952db7739920a0dbe48805.png"},{"id":77763527,"identity":"804bf210-8d95-4b9d-baa1-7ecbe1592686","added_by":"auto","created_at":"2025-03-05 09:52:10","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":76701,"visible":true,"origin":"","legend":"\u003cp\u003eScree Plot\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-6112530/v1/84b1f1c28688d2a1f140d330.png"},{"id":77765579,"identity":"073fcbdb-9d9a-44ac-8ed0-0c69c4f05180","added_by":"auto","created_at":"2025-03-05 10:08:10","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":112864,"visible":true,"origin":"","legend":"\u003cp\u003eFinal (Trimmed) Model\u003c/p\u003e","description":"","filename":"floatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-6112530/v1/7600ef1345e67d47c441a8db.png"},{"id":77768661,"identity":"bbaed32b-26e4-451d-b3c3-e11fcbea058c","added_by":"auto","created_at":"2025-03-05 10:24:10","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1930035,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6112530/v1/fe7c7e91-4f12-4418-aa15-bc092ef19e73.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eCognitive Factors Affecting Preschool Teachers' Beliefs In Child-Centered Instruction: A Structural Equation Model\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEarly childhood education is the first level of the formal education system. It sustains and supports the development of the children from 3 to 7 years old (Erden, \u0026amp; Akman, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1995\u003c/span\u003e). Children who receive qualified preschool care and education exhibit extraordinary gains in their social and cognitive development. In addition, preschool care and education provide opportunities for children in poverty to reach an equal level with other children (Veraksa, Sheridan, \u0026amp; Colliver, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Learning in early childhood is based on the concept of \u0026ldquo;living by doing it, that is, children should be active in acquiring new information (Morrison, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Unesco \u0026amp; Unicef, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Although preschool curriculum is based on a child centered approach, there are the some problems in the implementation process because of the inadequacy of the teachers (Eskidemir, 2022). In this research, it is expected that some cognitive factors, such as problem solving, creative thinking skills, and critical thinking skills of the teachers could affect their teaching performance. Problem solving skills are very important for teachers in child-centered instruction. Children are active and interactive during child-centered instruction. For this reason, the teacher may encounter more unexpected problems than with teacher centered instruction. Problem solving skills are the sum of high cognitive processes such as seeing that there is a problem, defining the problem, producing temporary solutions (assumptions), and testing the accuracy of these solutions (Budak, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). In child-centered instruction, teachers are expected to create innovative and engaging learning environments for children, which necessitates strong creative thinking skills. These skills encompass generating new ideas, exploring alternatives, adopting new approaches, investigating possibilities, and encouraging assumptions. Creative thinking involves devising solutions to problems or offering explanations for phenomena.\u003c/p\u003e \u003cp\u003eGiven that child-centered instruction is rooted in children\u0026rsquo;s experiences, they may pose diverse questions, draw incorrect conclusions, or misinterpret situations. To address such challenges, teachers must also develop critical thinking skills, which involve reasoning, analysis, and evaluation. Critical thinking, characterized by inquiry and skepticism, includes processes for examining concrete or abstract issues to derive conclusions aligned with common sense and scientific evidence. Critical thinkers integrate information from sensory input, verbal and written communication, observation, experimentation, and logical reasoning. These skills enhance the individual\u0026rsquo;s ability to distinguish valid arguments, exercise sound judgment, and make informed decisions.\u003c/p\u003e \u003cp\u003eThis study assumes that preschool teachers\u0026rsquo; beliefs about child-centered instruction influence their application of these methods. Supporting this, Wai Leng, Hui-Shen, and colleagues (2021) identified a strong correlation between teachers\u0026rsquo; beliefs and their classroom practices. Based on this assumption, a model was designed to explain the effect of preschool teachers' problem solving skills, creative thinking skills, and critical thinking skills on their beliefs about child-centered instruction in this study.\u003c/p\u003e\n\u003ch3\u003ePurpose of the Study\u003c/h3\u003e\n\u003cp\u003eAlthough the preschool curriculum in Turkey is designed to be child-centered, it is observed that teachers have difficulty in using child-centered teaching methods in practice. This may be due to teachers' insufficient knowledge of child-centered teaching methods or their lack of sufficient cognitive skills to apply these methods.\u003c/p\u003e\n\u003cp\u003eThis study aims to examine the effects of cognitive factors such as problem-solving skills, creativity skills, and critical thinking skills of preschool teachers on their beliefs about the use of child-centered instruction. In order to achieve this aim, a new model was designed to show the relationships between preschool teachers' cognitive skills and their beliefs about using child-centered instruction, and a structural equation model was used to test its validity.\u003c/p\u003e\n\u003cp\u003eThe present study contributes to the understanding of factors influencing preschool teachers' beliefs about using child-centered instruction, with a particular focus on the roles of problem-solving skills, creativity skills, and critical thinking skills in shaping their beliefs. The findings of the study could have implications for teacher training, curriculum development, and educational practices in early childhood education. Overall, this model will be tested by conducting path analysis on the data of the present study to determine which paths are stronger to stay (see Fig.\u0026nbsp;1).\u003c/p\u003e\n\u003cp\u003eIn this study it is thought that there are some cognitive skills that affect teachers beliefs about using child-centered instruction. These cognitive skills are problem solving skill, creativity skill, and critical thinking skill that affect teachers’ beliefs about child-centered instruction. In this study it is investigated that the relations between problem solving skill, creativity skill, critical thinking skill, and teachers’ beliefs about child-centered instruction. Moreover, the study has practical implications for professional development, curriculum design, and educational policy, advocating for the integration of child-centered strategies to enhance both teacher, and student outcomes. By fostering essential skills in teachers, this study underscores the broader societal benefits of nurturing a generation of educators who can contribute to the holistic development of young learners. Future research can build on these findings to explore sustainable implementation practices and long-term impacts.\u003c/p\u003e\n\u003cp\u003eIt is expected that the findings of this study will contribute to the following issues:\u003c/p\u003e\n\u003cp\u003e1. Testing a new theoretical model that identifies the relationships that explain teachers' beliefs about using child-centered instruction.\u003cbr\u003e2. Understanding the factors affecting teachers' beliefs about using child-centered instruction (problem-solving skills, creativity skills, and critical thinking skills), and the relations between them.\u003cbr\u003e3. Pre-service, and in-service training can be given to teachers about the impact of cognitive factors on teachers' beliefs about using child-centered instruction.\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eThe main research question of this study was determined as “To what extent the preschool teachers’ beliefs about using child-centered instruction is predicted by the hypothesized path analysis model that comprised problem solving skill, creativity skill, and critical thinking skill?\u003c/p\u003e\n\u003cdiv id=\"Sec3\"\u003e\n \u003ch2\u003eThe Hypothesized Paths\u003c/h2\u003e\n \u003cp\u003eThe hypothesized paths including direct and indirect effects are given below.\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 1\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eProblem solving skill is directly, and positively related to preschool teachers' beliefs about using child-centered instruction (Path A).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 2\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eProblem-solving skill is directly, and positively related to the beliefs about education, and instruction sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path B).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 3\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eProblem-solving skill is directly, and positively related to the beliefs about supporting developmental areas sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path C).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 4\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eProblem-solving skill is directly, and positively related to the beliefs about supporting parent involvement sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path D).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eCreativity skill is directly, and positively related to preschool teachers' beliefs about using child-centered instruction (Path E).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 6\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eCreativity skill is directly, and positively related to the beliefs about education, and instruction sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path F).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 7\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eCreativity skill is directly, and positively related to the beliefs about supporting developmental areas sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path G).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 8\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eCreativity skill is directly, and positively related to the beliefs about supporting parent involvement sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path H).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 9\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eCritical thinking skill is directly, and positively related to preschool teachers' beliefs about using child-centered instruction (Path I).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 10\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eCritical thinking skill is directly, and positively related to the beliefs about education, and instruction sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path J).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 11\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eCritical thinking skill is directly, and positively related to the beliefs about supporting developmental areas sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path K).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis 12\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eCritical thinking skill is directly, and positively related to the beliefs about supporting parent involvement sub-dimension of preschool teachers' beliefs about using child-centered instruction (Path L).\u003c/p\u003e\n\u003c/div\u003e\n\u003ch3\u003eTheoretical Framework\u003c/h3\u003e\n\u003cp\u003e Child-Centered Instruction: Child-centered education prioritizes the child's active participation in learning, with instruction tailored to the child's interests and needs. Philosophers like Dewey, Piaget, and Vygotsky have supported this approach, which forms the foundation of many preschool curricula. The goal of child-centered education is to establish a safe, encouraging, and empowering learning environment where children are driven to learn, actively involved in the process of learning, and have the tools necessary to excel in the classroom, and beyond (Nicholas, Rouse, \u0026amp; Paatsch, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eRole of the Teacher: In child-centered education, the teacher acts as a guide, facilitating learning rather than directly imparting knowledge. Teachers support children in becoming independent learners. In order for the child to realize his/her own learning, teachers play a role that monitors children's work, listens to what they say, and allows new experiments without being intrusive (Hohmann, \u0026amp; Weikart, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). In child-centered education, the teacher is also seen as a learner (Kaya, \u0026amp; Aytar, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2012\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAssessment: Evaluation in child-centered education is focused on supporting children's development and learning. Traditional tests are supplemented with authentic assessment methods. By incorporating authentic assessment methods, formative assessment practices, student self-assessment, peer assessment, and holistic evaluation criteria, child-centered education aims to nurture the whole child and prepare children for success in a dynamic and rapidly changing world.\u003c/p\u003e\n\u003ch3\u003eDefinition and Importance of Cognitive Skills\u003c/h3\u003e\n\u003cp\u003eProblem-Solving Skills: Problem-solving involves identifying, analyzing, and resolving issues. This skill is crucial for handling unexpected situations in child-centered instruction.\u003c/p\u003e \u003cp\u003eCreativity Skills: Creativity includes generating new ideas, finding alternatives, and applying creative approaches to problems. It contributes to innovative teaching strategies in child-centered education.\u003c/p\u003e \u003cp\u003eCritical Thinking Skills: Critical thinking encompasses evaluating information, reasoning, and drawing logical conclusions. It enables teachers to critically analyze child-centered teaching methods.\u003c/p\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThe primary focus of this study is to explore the relationships between problem solving skills, critical thinking skills, creativity skills and preschool teachers' beliefs about using child-centered instruction. Accordingly, this study is an explanatory research. Since the data for this study was gathered from a survey, it is a quantitative research in terms of method. In addition, it is a cross-sectional study in terms of duration since data is collected within a certain time period (Kose, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis study, which aims to explore the relationships between problem solving skills, critical thinking skills, creativity skills and preschool teachers' beliefs about using child-centered instruction, used quantitative inquiry with a correlational design was used in this study. Predictive correlational research, a subset of correlational research, identifies changes in the dependent variable as a function of the independent variables (Buyukozturk, 2013). Predictive correlational studies are classified into two categories based on the number of variables they contain: single-factor and multi-factor predictive designs. This study is structured around a multifactor predictive design. The multifactor predictive design is a technique that enables the examination of both direct and indirect correlations between variables (Buyukozturk, 2013).\u003c/p\u003e \u003cp\u003eWithin the scope of the research, firstly, the Teachers' Beliefs About Using Child-Centered Instruction scale was developed. After it was determined that the scale was valid and reliable, the Structural Equation Model (SEM) was used to create a model and to reveal the relationship between teachers' beliefs about using child-centered instruction and problem solving skills, creativity skills and critical thinking skills.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eParticipants of the Study\u003c/h2\u003e \u003cp\u003eThe study sample of this research consists of 252 pre-school teachers working in public and private pre-school education institutions affiliated with the Ministry of National Education in the 2022–2023 academic year. Convenience sampling method was used in this research. It was determined that 33 people did not fill out the forms or filled them out incompletely. As seen in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, all of the participants have a Bachelor’s degree, (82.6%) 181 participants work in Private Preschool and (17.4%) 38 participants work in Public Preschool. 73.5% of the participants (161 people) have experience between 0–12 months, and 26.5% (58 people) have experience between 1–5 years.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eDescriptive statistics of participants\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducational Level\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eFull sample\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBachelor’s\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e219\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eStatus of the Institutions Where Participants Work\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePrivate Kindergarten\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e181\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e82.6\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e82.6\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePublic Preschool\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17.4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eExperience of the Participants\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e0–12 months\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e161\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e73.5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e73.5\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1–5 years\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26.5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e219\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e100.0\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eData Collection Tools\u003c/h3\u003e\n\u003cp\u003eIn this study, participants provided data electronically via Google Forms. Preschool teachers participated voluntarily in this study. A total of five instruments were used to collect data for the purposes of the study. The Demographic Inventory, Kaufman Domains of Creativity Scale, Problem Solving Inventory, Critical Thinking Disposition Scale, and the Preschool Teachers' Beliefs to Use Child-Centered Instruction Scale are the data collection instruments utilized.\u003c/p\u003e\n\u003ch3\u003eKaufman Domains of Creativity Scale\u003c/h3\u003e\n\u003cp\u003eTo assess teachers' skills in generating new and original ideas, Kaufman Domains of Creativity Scale was used. The Kaufman Domains of Creativity Scale (KDCS), originally developed by Kaufman (2012), is a tool designed to assess creativity across five dimensions: Scholarly, Mechanical/Scientific, Performance (writing and music, Self/Everyday, and Artistic. It consists of 41 items rated on a five-point Likert scale, with total scores ranging from 41 to 205, where higher scores indicate greater creativity. For this study, the Turkish adaptation by Sahin (2016) was utilized. This version demonstrated strong reliability, with an overall Cronbach’s alpha of .90. The Turkish KDCS underwent rigorous validity and reliability testing, revealing a five-factor structure with 42 items via exploratory and confirmatory factor analyses. One item was later excluded. Sub-factors showed Cronbach’s alpha coefficients between .77 and .87, indicating good internal consistency. Discriminant validity was confirmed through significant differences between the highest and lowest scoring 27% groups. The scale's total Cronbach’s alpha was .912, confirming it as highly reliable, with all sub-dimensions also showing reliability (α \u0026gt; .60). These findings validate the Turkish KDCS as a reliable and effective measure of creativity across various domains.\u003c/p\u003e\n\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\n \u003ch2\u003eProblem Solving Inventory\u003c/h2\u003e\n \u003cp\u003eThe Problem Solving Inventory (PSI), developed by Heppner (\u003cspan class=\"CitationRef\"\u003e1982\u003c/span\u003e) and adapted to Turkish by Sahin, Sahin, and Heppner (1993), evaluates individuals' self-perceived problem-solving behaviors in daily life. The scale comprises 35 items, scored on a six-point Likert scale, with total scores ranging from 35 to 210. Higher scores indicate lower perceived problem-solving ability. The Turkish version demonstrated a strong internal consistency coefficient (Cronbach’s alpha: .88) and split-half reliability of .81. Validity testing showed moderate correlations with the Beck Depression Inventory (.33) and the State-Trait Anxiety Inventory (.45). Factor analysis revealed six sub-dimensions: Approach-Avoidance Style, Reflective Style, Avoidant Style, Monitoring, Problem Solving Confidence, and Planfulness, but only the total score was analyzed in this study. In this study, reliability analysis confirmed the PSI’s overall reliability (Cronbach’s alpha: .831) and the reliability of its sub-dimensions (α \u0026gt; .60). Statistical methods such as frequency distribution, percentages, t-tests, and F-tests were used for data analysis. The PSI is a robust and reliable tool for assessing problem-solving perceptions.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n \u003ch2\u003eCritical Thinking Disposition Scale (CTDS)\u003c/h2\u003e\n \u003cp\u003eThe Critical Thinking Disposition Scale (CTDS), developed by Akin, Hamedoglu, and colleagues (2015), measures critical thinking skills. It consists of 11 items, scored on a five-point Likert scale, with total scores ranging from 11 to 55, where higher scores indicate stronger critical thinking skills. The Turkish adaptation demonstrated good internal consistency with a Cronbach’s alpha of .78. Confirmatory factor analysis confirmed a two-dimensional model with excellent fit indices (e.g., RMSEA = .040, CFI = .97, GFI = .96). The scale’s internal consistency reliability coefficients were .78 for the total scale, .78 for the Reflective Skepticism subscale, and .75 for the Critical Openness subscale. Item-total score correlations ranged from .25 to .57, supporting validity. Reliability analysis indicated strong reliability for the overall scale (Cronbach’s alpha: .867) and sub-dimensions (α \u0026gt; .60). The findings validate the CTDS as a reliable and effective measure of critical thinking disposition.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\n \u003ch2\u003eTeachers' Beliefs About Using Child Centered Instruction Scale (TBCCIS)\u003c/h2\u003e\n \u003cp\u003ePreschool Teachers' Beliefs About Using Child Centered Instruction Scale was developed by the researcher in the scope of the study conducted.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\n \u003ch2\u003eScale Development\u003c/h2\u003e\n \u003cp\u003eMulti-stage development research was conducted to provide a measure of Teachers' Beliefs About Using Child Centered Instruction. To steer this multi-staged research, it was determined to employ the scale development processes advocated by DeVellis (\u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e) as follows:\u003c/p\u003e\n \u003cp\u003e\u003cspan\u003e1. Determine Clearly What It Is You Want to Measure\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e2. Generate an Item Pool\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e3. Determine the Format for Measurement\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e4. Have Initial Item Pool Reviewed by Experts63\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e5. Consider Inclusion of Validation Items\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e6. Evaluate the Items\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e7. Optimize Scale Length (p.78).\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e1. Determine Clearly What It Is You Want to Measure:\u003cbr\u003e\u003c/span\u003e\u003c/p\u003e\n \u003cp\u003eAfter deciding on the topic of the study, the teachers' beliefs in child-centered instruction, an initial advisor-advisee meeting was held to discuss their basic structure; because this is the first critical stage in establishing the theoretical basis for designing any survey. As a result of this conference, a preliminary theoretical model was developed. After this, the researcher conducted a study.\u003c/p\u003e\n \u003cp\u003eA comprehensive and analytical evaluation of extensive literature on teachers' beliefs in child-centered instruction was conducted from various sources. In the literature reviewed, it was observed that there were few studies on teachers' beliefs in child-centered education. In addition, the scale of Turkish teachers' belief in child-centered instruction was not found. For this reason, the researcher aims to develop a reliable teachers' belief in using a child-centered instruction scale.\u003c/p\u003e\n \u003cp\u003e2.Generate an Item Pool:\u003c/p\u003e\n \u003cp\u003eAfter the literature review was completed, the item creation process initiated. The researcher and the advisor discussed the basic constructs extensively. The preliminary list of items was created in accordance with the MEB pre-school education program. The researcher and the advisor discussed the basic constructs extensively. The question pool resulted in 54 items, but in order to reduce the number of some unnecessary and overlapping items, researcher and advisor conferences were organized, and the number of questions was reduced to 36 items. At this stage of development, 36 items were organized under the headings of developmental areas, teaching activities, developmental areas, classroom management, parent involvement, and evaluation.\u003c/p\u003e\n \u003cp\u003e3.Determine the Format for Measurement:\u003c/p\u003e\n \u003cp\u003eIn this study, the format was chosen as a Likert-scale response, as it is an illustration of a commonly used item format designed to assess opinions, beliefs, and attitudes (DeVellis, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). When a Likert scale is used, the item is presented as a sentence, with response categories representing various degrees of agreement or acceptance with the statement (Tezbasaran, 1996). The items are presented as 1 = I completely disagree, 2 = I disagree, 3 = Neither agree nor disagree, 4 = I agree, and 5 = I completely agree.\u003c/p\u003e\n \u003cp\u003e4.Have Initial Item Pool Reviewed by Experts:\u003c/p\u003e\n \u003cp\u003eThe scale development process involved a rigorous review by 12 experts in pre-school education, including 7 academicians from various universities. Initially, the items were assessed for clarity and intelligibility by teachers and experts. After confirming that all items were comprehensible, a text explaining the research process and instructions for experts was added to the form. Feedback was gathered through email correspondence and telephone discussions with the experts. Based on their input, the items were evaluated for alignment with the child-centered approach and clarity of expressions. Experts categorized items as \"keep as is,\" \"remove,\" or \"correct,\" with suggestions for improvement. Adjustments were made accordingly, with some items consolidated. The final scale included 36 items, each using a five-point Likert scale. This process ensured the scale's validity and relevance through expert collaboration.\u003c/p\u003e\n \u003cp\u003e5. Consider Inclusion of Validation Items:\u003c/p\u003e\n \u003cp\u003eThe teachers' beliefs about using child-centered instruction scale includes 12 reverse-scored items to prevent participants from choosing only one side of the scale and to limit the negative consequences of the acquiescence bias (DeVellis, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). Moreover, the scale has multiple item statements that measure the same constructs.\u003c/p\u003e\n \u003cp\u003e6.Evaluate the Items:\u003c/p\u003e\n \u003cp\u003eThe draft scale was digitized and uploaded to an electronic portal. The draft scale was sent to 521 teachers via Google Forms using the convenience sampling method. Lingard and Rowlinson (\u003cspan class=\"CitationRef\"\u003e2006\u003c/span\u003e) suggest a scale of sample sizes for scale development: 100 is poor, 200 is fair, 300 is good, 500 is very good, and 1,000 is excellent; taking this into account, the study group size is very good. Before the survey could begin, participants were asked to read and sign a consent form. To ensure that the teachers' responses were as valid as feasible, anonymity and confidentiality were maintained. Following the administration, the data were prepared for analysis. For instance, negative worded items were reverse-scored prior to data analysis. As a result, the data from the research was separated into two categories: exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The performance of individual items is evaluated using EFA to produce the final constructs of the scale. The researcher used CFA to validate the TBCCIS and its constructs after determining the number of factors in the scale.\u003c/p\u003e\n \u003cp\u003e7.Optimize Scale Length:\u003c/p\u003e\n \u003cp\u003eThe length of the scale must be comprehensible for the chosen intended population. Consequently, some items with low factor loadings, large cross-loadings, low conceptual consistency, and low contribution to internal consistency can be deleted (Lingard and Rowlinson, \u003cspan class=\"CitationRef\"\u003e2006\u003c/span\u003e). To increase the reliability, the researcher excluded items with low factor loadings and average correlations with the remaining items. The final version of the the Teachers' Beliefs about Using Child-Centered Instruction Scale consists of 36 items divided into five sub-dimensions:\u003c/p\u003e\n \u003cp\u003e\u003cspan\u003e1.Development areas\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e2.Teaching activities\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e3.Behaviour Management\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e4.Evaluation\u003cbr\u003e\u003c/span\u003e \u003cspan\u003e5.Parental involvement\u003cbr\u003e\u003c/span\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\n \u003ch2\u003eExploratory Factor Analysis\u003c/h2\u003e\n \u003cp\u003eTo verify the dimensionality of the Teachers' Beliefs About Using Child Centered Instruction, an EFA with principal components’ analysis was performed on the 36 items measurement. some items with low correlation within the same factor were omitted. In the item generation process, multiple items with similar meanings that measure the same phenomenon were generated on purpose. The analysis, which yielded a clear factor solution, was that of a three-factor model consisting of 28 items with factor loads of all items greater than .40.\u003c/p\u003e\n \u003cp\u003eAccording to the results of the analysis, following factor rotation, the scale's first dimension consisted of thirteen items (33, 31, 36, 11, 30, 6, 32, 16, 1, 7, 29, 5, 8); the second dimension consisted of thirteen items (2, 26, 17, 34, 24, 28, 4, 9, 14, 23, 18, 25, 15); the third dimension consisted of two items (12, 21). The TBCCIS was established as a consequence of the study, and it comprises three sub dimension and 28 elements (see Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e). The scree plot shows how many factors emerge according to the eigenvalue. According to Fig.\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e, a three-factor structure with an eigenvalue of 1 and above was obtained. The factor loads of the items in the first component varied between .40 and .73, those in the second component varied between .41 and .67, those in the third component varied between .56 and .67.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003e\u003cem\u003eExplanatory Factor Analysis Results Related to Scale of Preschool Teachers' Beliefs About Using Child-Centered Instruction\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eBeliefs About Supporting Developmental Areas\u003c/p\u003e\n \u003c/th\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eBeliefs About Education and Instruction Activities\u003c/p\u003e\n \u003c/th\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eBeliefs About Supporting Parent Involvement\u003c/p\u003e\n \u003c/th\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eUniqueness\u003c/p\u003e\n \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI33\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.730\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.463\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI31\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.617\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.618\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI36\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.611\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.614\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI11\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.591\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.607\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI30\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.564\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.646\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI6\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.559\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.651\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI32\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.491\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.715\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI16\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.486\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.745\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.455\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.764\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI7\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.410\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.806\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI29\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.407\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.777\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.405\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.861\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI8\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e− .402\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.849\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.673\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.718\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI26\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.538\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.696\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI17\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.510\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.602\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI34\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.504\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.708\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI24\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.491\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.755\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI28\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.485\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.697\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.484\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.631\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI9\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.447\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.786\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI14\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.442\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.792\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI23\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.440\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.826\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI18\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.434\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.843\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI25\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.425\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.850\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI15\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.412\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.888\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI12\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.675\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.718\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTBCCI21\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.567\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.413\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eCronbach’s Alpha\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.761\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.611\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.686\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Cronbach’s Alpha\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\" colspan=\"4\"\u003e\n \u003cp\u003e.730\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eThe Bartlett test explains the statistical consistency of the values in the correlation matrix, which includes all items in the model. The adequacy of the data for factor analysis was determined using the Kaiser Meyer-Olkin (KMO) and Bartlett Test of Sphericity. The recommended KMO value should be greater than the cut-off value of 0.5, and the Bartlett global value should be statistically significant with a p value of less than 0.5% (Yaşlıoğlu, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e). As a result, it was revealed that the KMO value was 0.752 and this value was greater than the threshold value.\u003c/p\u003e\n \u003cp\u003eA value of 0.5 indicates that the sample size is sufficient. The Bartlett global value was significant at 4173 (p \u0026lt; .001). As a result of the analysis, a three-factor structure emerged. In addition, the item-total correlation coefficients of the scale must be greater than .30. If the value of an item in the scale is below 0.30, it should be deleted. Correlation coefficients between items and totals ranged from .41 to .88. The fit indices resulting from the conducted confirmatory factor analysis are as stated above. Based on this, it can be concluded that these values conform to the standards.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\n \u003ch2\u003eConfirmatory Factor Analysis\u003c/h2\u003e\n \u003cp\u003eConfirmatory factor analyses, were conducted to determine the validity of the scale of preschool teachers' beliefs about using child-centered instruction. Confirmatory factor analysis is described as an analysis method used to measure whether the dataset collected for research is suitable for the scales previously used in various studies (Secer, 2017). As a result of the confirmatory factor analysis conducted on the Scale of Preschool Teachers' Beliefs About Using Child-Centered Instruction, due to the standardized regression weights of items 4, 15, 26, and 30 being well below 0.7, it has been decided to remove them from the scale. The final version of the scale has 24 items and 3 factors. Consequently, the fit indices were found to be in accordance with the standards.\u003c/p\u003e\n \u003cp\u003eAccording to the Confirmatory Factor Analyzing findings in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e, the factor loadings for the Beliefs About Supporting Developmental Areas dimension ranged from 0.636 to 0.923, for the Beliefs About Education and Instruction Activities dimension ranged from 0.726 to 0.926, and for the parental involvement dimension ranged from 0.898 to 0.912. The fit indices for the confirmatory factor analysis being within the reference ranges, and the factor loadings being 0.7 or higher, or very close to 0.7, confirm the factor structure.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003e\u003cem\u003eStandardized Regression Weights of the Scale of Preschool Teachers' Beliefs About Using Child-Centered Instruction (TBCCI)\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eItems\u003c/p\u003e\n \u003c/th\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eFactor\u003c/p\u003e\n \u003c/th\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eFactor Load\u003c/p\u003e\n \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\" rowspan=\"12\"\u003e\n \u003cp\u003eBeliefs About Supporting Developmental Areas\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,887\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,801\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e6\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,641\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e7\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,679\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e8\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,696\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e11\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,885\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e16\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,899\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e29\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,636\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e31\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,726\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e32\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,766\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e33\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,918\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e36\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,923\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\" rowspan=\"10\"\u003e\n \u003cp\u003eBeliefs About Education and Instruction Activities\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,773\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e9\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,873\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e14\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,739\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e17\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,755\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e18\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,733\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e23\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,900\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e24\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,926\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e25\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,726\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e28\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,764\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e34\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,838\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e12\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eBeliefs About Supporting Parent Involvement\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,898\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e21\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0,912\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\n \u003ch2\u003eReliability Analysis of the Teachers' Beliefs About Using Child Centered Instruction Scale\u003c/h2\u003e\n \u003cp\u003eIn this research, problem-solving, creativity, critical thinking disposition and the scale of preschool teachers' beliefs about using child-centered instruction were utilized. To determine whether these scales and their subscales are reliable, a reliability analysis was conducted using the Cronbach's alpha coefficient. As a result of the reliability analysis, the Cronbach alpha value of the Preschool Teachers' Beliefs About Using Child-Centered Instruction Scale was found to be .73. This result shows that the scale is reliable. In addition, 3 factors were obtained as a result of exploratory factor analysis, and since the Cronbach alpha value of all sub-dimensions is greater than 0.60, it can be said that the sub-dimensions are reliable.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\n \u003ch2\u003eData Analysis\u003c/h2\u003e\n \u003cp\u003eStructural Equation Modeling (SEM), a multivariate statistical analysis technique, was employed to analyze the data, aiming to test the relationships between dependent and independent variables (Schermelleh, Moosbrugger, \u0026amp; Müller, \u003cspan class=\"CitationRef\"\u003e2003\u003c/span\u003e). All descriptive statistics were conducted using IBM Statistical Packages of Social Sciences (SPSS) 24, and IBM Analysis of Moment Structures (AMOS) 24 software was used to explore structural connections. Structural Equation Modeling (SEM) is to test and estimate complex relationships among variables (Schumacker, and Lomax, \u003cspan class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\n \n "},{"header":"Findings","content":"\u003cp\u003eThis section of the research summarizes descriptive statistics for the variables in the research, including the total number of participants (N), the mean (M) and the standard deviation (SD), Minimum, Maximum and discusses and summarizes the hypothesized path analysis model.\u003c/p\u003e\u003ch2\u003ePath Analysis: Testing the Final (Trimmed) Model\u003c/h2\u003e\u003cp\u003eParsimonious models are one outcome sought after by path analysis. Considering the outcomes of the initial study for the hypothesized model, a parsimonious model can be used in subsequent tests with additional data to determine the prediction accuracy of the model (Tabachnick, and Fidell, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). The path analysis did not find any insignificant paths. Consequently, the model fits the data. Figure\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e depicts the standardized path coefficients for the paths of the final model.\u003c/p\u003e\u003cp\u003eEvaluating the path coefficients between the variables of the final model revealed that each path was statistically significant. The same model fitting statistics were calculated for the reduced model. Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e shows the summary of model fitting statistics for the final model. In the final model, the result of Chi-square (χ2/df = 3) indicated that the model suited the data well. Moreover, fit indices for the model suggested a strong model-to-data fit: GFI = .95, CFI = .96, TLI = .96, NFI = .94 and RMSEA = .07. The correlation coefficients calculated for problem solving skills, creativity skills, critical thinking skills, preschool teachers' beliefs in child-centered instruction, and their sub-dimensions. The correlation coefficient between problem solving skills and preschool teachers' beliefs about using child-centered instruction was found to be 0.86, 0.82 with the beliefs about supporting developmental areas sub-dimension, 0.80 with the beliefs about education and instruction activities sub-dimension, and 0.79 with the parent involvement sub-dimension. The correlation coefficient between creativity skills and preschool teachers' beliefs about using child-centered instruction was found to be 0.85, 0.87 with the beliefs about supporting developmental areas sub-dimension, 0.86 with the beliefs about education and instruction activities sub-dimension, and 0.85 with the parent involvement sub-dimension. The correlation coefficient between critical thinking skills and preschool teachers' beliefs about using child-centered instruction was found to be 0.78, 0.81 with the beliefs about supporting developmental areas sub-dimension, 0.79 with the beliefs about education and instruction activities sub-dimension, and 0.85 with the parent involvement sub-dimension. Based on the result it can be said that there is a high level of correlation between them.\u003c/p\u003e\u003ctable id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003e\u003cem\u003eSummary of Final Model Fitting Statistics\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eFit Indices\u003c/p\u003e\n \u003c/th\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003ePerfect Fit\u003c/p\u003e\n \u003c/th\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eAccepted Fit\u003c/p\u003e\n \u003c/th\u003e\u003cth align=\"left\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eχ2\u003c/em\u003e /sd\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0 ≤ \u003cem\u003eχ2\u003c/em\u003e /sd ≤ 2\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e2 \u0026lt; \u003cem\u003eχ2\u003c/em\u003e /sd ≤ 5\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e3.00\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003eRMSEA\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0 ≤ RMSEA ≤ .05\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.05 \u0026lt; RMSEA ≤ .10\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.07\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003eSRMR\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e0 ≤ SRMR ≤ .05\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.05 ≤ SRMR ≤ .10\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003eGFI\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.95 ≤ GFI \u0026lt; 1.00\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.80 ≤ GFI \u0026lt; .95\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.95\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003eNFI\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.95 ≤ GFI \u0026lt; 1.00\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.90 ≤ NFI \u0026lt; .95\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.94\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003eCFI\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.95 ≤ CFI \u0026lt; 1.00\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.90 ≤ CFI \u0026lt; .95\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.96\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003eTLI\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.95 ≤ TLI \u0026lt; 1.00\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.90 ≤ NFI \u0026lt; .95\u003c/p\u003e\n \u003c/td\u003e\u003ctd align=\"left\"\u003e\n \u003cp\u003e.96\u003c/p\u003e\n \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003ch2\u003eDirect and Indirect Relationships\u003c/h2\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e, the path coefficients for the model ranged from 0.78 to 0.86. Schermelleh, Moosbrugger, \u0026amp; Müller (\u003cspan class=\"CitationRef\"\u003e2003\u003c/span\u003e) introduced the impact size index and its values for the standardized path coefficient (β), where values less than .10 indicate a minor effect, values between .30 and .50 a medium effect, and values greater than .50 a big effect. Accordingly, problem solving skills had a strong direct effect on teachers' beliefs to use child-centered instruction (β = .86); creativity skills had a strong direct effect on teachers' beliefs to use child-centered instruction (β = .85); critical thinking skills had a direct effect on teachers' beliefs to use child-centered instruction (β = .78). The calculated direct and indirect effects, as well as their statistical significance, for the final model are reported in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e. As it is clear from Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e Problem Solving skills have a large effect on beliefs about developmental areas (β = .80), beliefs about education and instruction activities (β = .76), beliefs about supporting parent involvement (β = .79). Creativity Skill have a large effect on beliefs about developmental areas (β = .87), beliefs about education and instruction activities (β = .86), beliefs about supporting parent involvement (β = .85), Critical Thinking Skill have a large effect on beliefs about developmental areas (β = .81), beliefs about education and instruction activities (β = .79), beliefs about supporting parent involvement (β = .85).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cimg 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\"\u003e\u003cbr\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eIn this section, the direct, indirect and total effects of problem-solving skills, critical thinking skills and creativity skills as predictors of teachers' beliefs about using child-centered instruction are discussed and interpreted according to hypothesized and trimmed model.\u003c/p\u003e \u003cp\u003e \u003cem\u003eDiscussion Regarding the Relationship between Problem Solving Skill and Teachers\u0026rsquo; Beliefs About Using Child Centered Instruction\u003c/em\u003e \u003c/p\u003e \u003cp\u003eFindings revealed that teachers' problem solving scores had a direct effect on teachers\u0026rsquo; beliefs about using child-centered instruction; that is, problem solving skills directly contribute to teachers\u0026rsquo; beliefs about using child-centered instruction (Path A). According to Orgov\u0026aacute;nyi-Gajdos (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) and Anlıak, \u0026amp; Din\u0026ccedil;er, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2005\u003c/span\u003e), teachers\u0026rsquo; problem solving skills affect their beliefs about child-centered instruction. According to \u0026Ccedil;ınar, Hatunoglu and Hatunoğlu (2009) study results, teachers perceive themselves to be high level (slightly above average) problem solvers. In this study there is a significant relationship between problem-solving skills and teachers' beliefs about using child-centered instruction, indicated by a standardized estimate of 0.86, highlights the importance of this skill in shaping instructional practices. Hypothesis \u003cspan refid=\"FPar1\" class=\"InternalRef\"\u003e1\u003c/span\u003e: Problem solving skills are directly and positively related to preschool teachers' beliefs about using child-centered instruction (Path A). The hypothesis was accepted as there was a positive and direct relationship between problem solving skill and preschool teachers' beliefs in child-centered instruction dimension (β\u0026thinsp;=\u0026thinsp;.86, p\u0026thinsp;\u0026lt;\u0026thinsp;.001). Koyceğiz and Ozbey (2019) suggest that teachers with strong problem-solving skills are better equipped to effectively implement child-centered instructional approaches. These skills help them address challenges during child-centered activities, adapt instruction to individual children's needs, and create a supportive learning environment conducive to exploration and discovery.\u003c/p\u003e \u003cp\u003eThe study conducted by Anliak and Dincer (2005) supports this hypothesis. The research was aimed at evaluating the interpersonal problem solving skill levels of children attending two different pre-school education institutions (private institutions) where the MEB Preschool Education Program (public institution) and the active education approach are applied, and this Multiple Intelligence Theory is applied (private institution). In this regard, it is aimed at testing the effectiveness of different training programs. Preschool Interpersonal Problem Solving Test (OCPS) was administered to a total of 122 children attending two different preschool education institutions. Consequently, it was specified that the average point of the total number of solutions and the total number of categories given to the problem situation related to their peers/mothers of the children who received child-centered education was higher than the other children. In conclusion, there is a direct and positive relationship between problem solving skills and teachers\u0026rsquo; beliefs about using child-centered instruction.\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003eDiscussion Regarding the Relationship between Creativity Skill and Teachers' Beliefs About Using Child-Centered Instruction\u003c/h2\u003e \u003cp\u003eAccording to the findings teachers' creativity scores had a direct effect on teachers\u0026rsquo; beliefs about using child-centered instruction, that is, creativity skills directly contribute to teachers\u0026rsquo; beliefs about using child-centered instruction (Path E). According to Simpson and Newton (2022), teachers\u0026rsquo; creativity skills affect their beliefs about child-centered instruction. The positive and direct relationship between creativity skill and preschool teachers' beliefs in child-centered instruction, as evidenced by a standardized estimate of β\u0026thinsp;=\u0026thinsp;0.85 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), signifies the crucial role of creativity in shaping instructional practices within early childhood education. This study concluded that teachers\u0026rsquo; creativity skills affect their beliefs about child-centered instruction. This result is supported by Lapenienea and Dumciene (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). As teachers' creativity skills improve, their belief in child-centered teaching also increases. In other words, creativity is a skill that can develop, and as creativity skills develop, teachers' beliefs in child-centered education will also develop.\u003c/p\u003e \u003cp\u003eThis finding is corroborated by Šemberger and Konrad's research from 2021. The results show that individuals think creativity is both innate and developable. Additionally, they think that all children have creativity, but not all the time or in all genres. The participants acknowledge the value of encouraging creativity and concur that youngsters need motivation in order to express and develop their creativity. Lapeniene and Dumciene's (2013) study concluded that creativity can be enhanced with the right environments, and that supporting teachers can further improve their creativity. The study conducted by Kerem and Kamaraj (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) supports the result found in this research. In consequence, a statistically meaningful relations was found between whether teachers received training on creativity or not, their reasoning ability and their ability to learn by doing.\u003c/p\u003e \u003cp\u003eThe study by Simpson, Newton, and Newton (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) lends credence to the study hypothesis. They created and evaluated a set of materials meant to inspire innovative instruction in teacher candidates by providing them with a variety of learning opportunities. After completing the package, the study discovered strong evidence of a considerable increase in the comprehension and application of creative teaching approaches by the student teachers. It comes to the conclusion that creative instruction may be effectively supported and suggests giving it more consideration during the teacher preparation and development process. Yolcu and Yenilmez's (2007) research lends credence to the idea that instructors' attitudes and actions during class help students increase their capacity for creative thought. This idea was further supported by Birgili's (2015) study, which used a problem-based approach and discovered a relationship between teaching tactics, methods, and techniques and the improvement of creativity and critical thinking skills. This research is supported by Yeşilyurt's (2020) study, which emphasizes teacher qualities, learning-teaching contexts, and strategies for encouraging creative thinking. It also describes the roles that the environment and parents play in fostering and encouraging creativity. People can identify and develop their creative thinking skills with the correct environment and instruction. Creative thinking and creativity are greatly enhanced by educational environments, especially those that are teaching and learning oriented. The learning spaces created by teachers play a significant role in children's experiential learning. Otacıoğlu (2008) carried out a theoretical study based on a literature review in order to provide preliminary information supported by foreign sources on preschool child-centered learning and to suggest various ways for teachers working in preschool education institutions on how they can provide education to their students. As a consequence of the study, when the education method used by preschool educators in basic music education is more child-oriented, children's creativity is more supported. Hence, there is a direct and positive relationship between creativity skills and teachers\u0026rsquo; beliefs about using child-centered instruction\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eDiscussion Regarding the Relationship between Critical Thinking Skill and Teachers' Beliefs About Using Child-Centered Instruction\u003c/h2\u003e \u003cp\u003eFindings showed that teachers' critical thinking skills had a direct effect on teachers\u0026rsquo; beliefs about child-centered instruction, that is critical thinking skills directly contribute to teachers\u0026rsquo; beliefs about using child-centered instruction (Path I). There is a positive and direct relationship between critical thinking skills and preschool teachers' beliefs in child-centered instruction, evidenced by a standardized estimate of β\u0026thinsp;=\u0026thinsp;0.78 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), highlights the critical role of critical thinking in shaping instructional practices within early childhood education.\u003c/p\u003e \u003cp\u003eThe positive relations between critical thinking skills and preschool teachers' beliefs in child-centered instruction underscores the significant impact of critical thinking on shaping instructional practices and promoting meaningful learning experiences for young children (Iliman P\u0026uuml;sk\u0026uuml;ll\u0026uuml;oğlu, \u0026amp; Altınkurt, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Teachers who prioritize critical thinking in their approach to instruction create dynamic, engaging, and intellectually stimulating learning environments that empower children to think critically, solve problems, and become active, engaged, and lifelong learners (Larrraz, 2021). The relationship between educators' critical thinking skills and their beliefs in child-centered instruction is rooted in their ability to critically analyze pedagogical principles, evaluate effectiveness, align with their educational philosophy, adapt to diverse student needs, innovate in teaching practices, and engage in continuous improvement. This theory is supported by the research done in 2022 by O'Reilly, Devitt, and Hayes. This study's findings revealed a significant relationship between the instructional approaches created to encourage and clarify critical thinking in young children. The research was conducted by Cicek-Saglam and Buyukuysal (2013) with 139 university students. As a result of the study, students' critical thinking levels were generally low. The main reason for the obstacles to critical thinking is the continuation of traditional and rote learning approaches. This result also supports the hypothesis. The findings of this research are corroborated by Aybek and Aslan's (2017) investigation. The study aims to investigate the relationship between educational ideologies and the critical thinking tendencies of teacher candidates. The Critical Thinking Disposition Scale and the Philosophy Preference Evaluation Scale were used to collect the data. As a consequence, it was specified that there was a positive and meaningful relationship between the critical thinking disposition scores of the teacher candidate and the contemporary philosophy of education dimension scores of the philosophy preference evaluation scale. There is a positive but insignificant relationship between the scores in the traditional philosophy of education dimension. In addition, it has been observed that the relationship between dimensions of the critical thinking disposition scale such as cognitive maturity, participation and innovation, and contemporary educational philosophies is significant. These three dimensions explain 14% of educational philosophies and have no significant correlation with traditional educational philosophies. As a result, in the light of the literature, there is a direct and positive relationship between teachers' critical thinking skills and their beliefs in child-centered instruction.\u003c/p\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003eDiscussion Regarding Teachers' Beliefs About Using Child-Centered Instruction and Its Sub-Dimensions\u003c/h2\u003e \u003cp\u003eAs it is indicated above, The Scale of Teachers' Beliefs About Using Child-Centered Instruction was developed specifically for the purposes of this study. It was approved that the scale is additive, which implies that the three sub-dimensions of the scale together reflect teachers\u0026rsquo; beliefs on child-centered instruction. A total point can be obtained from this scale. The conclusion of the research expresses that the sub-dimensions are interrelated and mutually supportive. It can be concluded that competence in one of the subdimensions increases the probability of provoking the others. For example, a teacher can not implement child-centered instruction without supporting developmental areas, which is one of the sub-dimensions. This finding is consistent with Šemberger ve Konrad (2021) research, which indicated that in order for children's creativity to develop, it must be supported with child-centered teaching in all areas. There is a strong relationship between teachers' beliefs about using child-centered instruction, and its sub-dimensions: beliefs about education, beliefs about supporting developmental areas, and beliefs about supporting parent involvement.\u003c/p\u003e \u003cp\u003eYeşilyurt (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) stated the importance of the education of parents in supporting children's creativity in education. They concluded that education and learning-training environments are significant factors in the development of creativity and creative thinking. The educational environment created by teachers has a significant place in children's learning by doing and experiencing. This result also supports the sub-dimensions of educators' child-centered instruction approaches. As a consequence of the study Child-Centered Education, preschool teachers' beliefs and self-reported practices, conducted by Sak, Erden and Morrison with 20 preschool teachers in 2015, it was concluded that beliefs and attitude in child-centered education was strongest in the children's developmental areas, but less so in the other areas examined. This result also supports the sub-dimensions of teachers' child-centered instruction approaches.\u003c/p\u003e \u003cp\u003eYolcu and Yenilmez (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) aimed to determine the contribution of educators' attitudes and performance in lessons to the progress of students' creative thinking skills. According to the study outcome, teachers' attitudes and behaviors in lessons are important in developing creative thinking skills in students. This result also supports the sub-dimensions of educator student-based instruction approaches. Previous studies also show a relationship between teachers' beliefs about using student-based teaching, their beliefs about education, about supporting developmental areas and about supporting parental involvement. These basic beliefs are interconnected in shaping teachers' teaching practices, classroom environments and educational practices. These beliefs contribute to creating student-centered, supportive, and inclusive learning communities that prioritize the holistic development and well-being of all learners (Lerkkanen, Kiuru, \u0026amp; Pakarinen. at all. 2016).\u003c/p\u003e \u003cp\u003eDeVries et al. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) observed three kindergarten classes using the teacher-centered traditional method, the child-centered constructivist method, and the eclectic method and analyzed them using two games. As a result, it was determined that the children in the class where the constructivist method was applied were more successful than others in interpersonal relations, experience sharing and diversity of negotiation strategies. This result also supports the sub-dimensions of teachers' child-centered instruction approaches.\u003c/p\u003e \u003cp\u003eHirsh-Pasek et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1990\u003c/span\u003e) found that programs grounded in child-centered learning activities helped children's short- and long-term academic and social development, while programs based on traditional methods had a short-term effect on academic development. This result support the idea that supporting children's developmental areas and applying child-centered instruction are interrelated. Macron's study in 1992 suggests that there is a relationship between child-centered education and children's academic success. This research support the idea that there is a relationship between the child-centered approach and the teacher's beliefs about education and instruction. Consequently, it may be extrapolated that the findings of this investigation are consistent with those of earlier studies.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe findings of this study provide substantial evidence supporting the direct and positive relationships between preschool teachers' problem-solving, creativity, and critical thinking skills and their beliefs about using child-centered instruction. Teachers with high levels of problem-solving skills demonstrate a stronger commitment to child-centered instructional practices, enabling them to create more adaptive and supportive learning environments. Likewise, teachers' creativity skills positively impact their beliefs in child-centered instruction, fostering dynamic and engaging classroom practices that encourage exploration and innovation in early childhood education. Similarly, critical thinking skills contribute to more effective implementation of child-centered instruction, as these skills allow teachers to critically evaluate and refine their teaching strategies to meet the diverse needs of their students.\u003c/p\u003e \u003cp\u003eThe Teachers' Beliefs About Using Child-Centered Instruction Scale developed in this study has proven to be a valid and reliable tool for measuring teachers' beliefs in three essential dimensions; beliefs about supporting developmental areas, beliefs about education and teaching activities, and beliefs about supporting parental involvement. These interconnected dimensions reveal that enhancing one aspect of child-centered instruction such as fostering developmental areas positively influences the other dimensions, creating a holistic and inclusive approach to early childhood education. This synergy underlines the importance of adopting a multifaceted approach to supporting child-centered teaching practices.\u003c/p\u003e \u003cp\u003eIn conclusion, this study highlights the critical role of problem-solving, creativity, and critical thinking skills in shaping teachers\u0026rsquo; beliefs about child-centered instruction, offering a comprehensive framework for fostering more effective and supportive learning environments in early childhood education. These findings suggest that by prioritizing the development of these skills in teacher training programs, educational institutions can further promote child-centered instruction, ultimately benefiting the holistic development and well-being of young learners.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e: The first author is the author of the dissertation, while the second author is the dissertation advisor. The article has been collaboratively developed based on the research conducted for the dissertation.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003eConflict of Interest:\u003c/strong\u003e Authors declare that they have no conflict of interest.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e: Data will be made available on request.\u003c/p\u003e\n\n\u003cp\u003e\u003cem\u003eThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThis study was approved by the Istanbul Biruni University Ethics Committee with the number 2023/82-15. Participation in this research was entirely voluntary, and informed consent was obtained from all participants before data collection. Participants were assured that their responses would remain confidential and would be used solely for academic purposes.\u003c/p\u003e\n"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAkin, A., Hamedoğlu, M. A., Arslan, S., Akin, U., \u0026Ccedil;elik, U., Kaya, \u0026Ccedil;., \u0026amp; Arslan, N. (2015). The adaptation and validation of the turkish version of the critical thinking disposition scale (CTDS). The International Journal of Educational Researchers, 6(1), 31-35.\u003c/li\u003e\n\u003cli\u003eAnlıak, Ş., \u0026amp; Din\u0026ccedil;er, \u0026Ccedil;. (2005). The evaluation of the interpersonal problem solving skills of the children attending to the preschools applying different educational approaches. Ankara University Journal of Faculty of Educational Sciences (JFES), 38(1), 149-166. https://doi.org/10.1501/Egifak_0000000111.\u003c/li\u003e\n\u003cli\u003eAybek, B. \u0026amp; Aslan, S. (2017). 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Ankara: Psychologists Association Publications.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Yeditepe University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"word, Child-centered instruction, problem-solving skills, critical thinking skills, creativity skills, structural equation modeling (SEM), path analysis","lastPublishedDoi":"10.21203/rs.3.rs-6112530/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6112530/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIn this study, the cognitive factors affecting preschool teachers' beliefs in child-centered instruction were tried to be revealed within the framework of a model. Problem solving skills, creativity skills, and critical thinking skills were accepted as cognitive factors. The study group consists of 219 preschool teachers that they were selected with a convenience sampling method. According to the findings of the research, teachers' problem-solving skills, creativity skills and critical thinking skills have a positive and direct effect on their beliefs about child-centered instruction. 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