This study was carried out within the scope of the Art of Happiness, Positive Thinking, and Subjective Well-Being Project. Within the scope of the project, 8-session pre-training was provided to teachers to inform them on the scope of positive thinking and in order to support their subjective well-being. Within the scope of positive thinking applications at schools, which formed the second stage of the project, teachers developed and applied their own projects at their schools. In the study, teachers' views on the scope of the projects they applied at schools and the project application process were analyzed. As the study design, the case study design was applied. The study group consisted of 28 voluntary teachers who received positive thinking training in the first stage of the project and were entitled to get a certificate of achievement. Within the scope of the study, teachers planned their projects and reported on the process. In addition, they kept researcher diaries regarding their applications and noted down their observations. In the research process, 28 teachers at 15 different schools developed and applied 17 different projects. The teachers' views were analyzed in the context of interviews, reports, and diaries. In the study, teachers' observations and evaluations regarding positive thinking education realized in the COVID-19 process were discussed.

This study was conducted as part of the project Art of Happiness: Positive Thinking in Preschool and Subjective Well-Being Project, a preventive psycho-educational project. The research was planned as an action study, structured with four interrelated studies. The first study was conducted qualitatively with 15 teachers. First, the data regarding the expectations and requirements of teachers were obtained, the evaluation process was conducted, and positive thinking training was tailored for teachers. In the second study, the teacher training process, having been designed in line with the first study was implemented and tested. The study was conducted with a sample group comprising 50 experimental and 50 control groups, while a quasi-experimental design with a pretest-posttest control group was employed. The third study refers to the planning and designing of the education intended for children in schools for positive thinking and well-being practices. In this context, a focus group discussion was held through the involvement of eight teachers. In the fourth study, the implementation process in schools was evaluated. This study included 80 children aged 5, 40 of whom were in the experimental group and 40 in the control group. The effect of positive thinking education delivered to children was evaluated through the pretest-posttest control group design. Also, the process evaluations of the teachers who educated the children in the experimental group were obtained through interviews. Educational programs for teachers and children were developed and implemented within the scope of the study, and significant findings were obtained for both preschool teachers and children. Besides positive thinking training, research findings indicated that planning the process through the active participation of teachers and their embracing the project contributed significantly to the meaningful learning outcomes.

In order to shed light on the role of children in today’s society, and understand the importance of family relationships, parents are the main instrument, which affects the formation and development of the child, the attitude of the parents to children, helps to more clearly recognize the importance of family relationships. This study investigates the model of the family reflection of today’s family changes the way of the family structure is considered as well. The aim of the study is to examine the values parents attribute to their children with regards to culture and family structures.

This study aims to investigate the effect of the Positive Thinking Program with Multidimensional Perspectives on the learning behavior of preschool children (5 years old) and the teachers' evaluation of the program. The approaches of Positive Psychology and Philosophy for Children (P4C) were used as a basis in the development of the Positive Thinking Education activities with multidimensional perspectives. Practices of positive thinking with multidimensional perspectives are easily applied to pre-schoolers in the context of activities in science and nature, mathematics, art, music, stories, etc. Five preschool teachers and 160 children were involved in the research group (80 in the experimental group and 80 in the control group). The explanatory sequential design, one of the mixed research designs, was used as a method in the study. The quantitative data study was conducted as a quasi-experiment with a pretest-posttest control group. On the other hand, qualitative data were collected at the end of the educational process through face-to-face interviews with teachers about their evaluation. As a result of the study, it was found that the program had significant effects on the learning behavior. The teachers' assessments of the program were discussed in detail.Key words: early childhood educators, education, educational programs, preschoolers, preschool teachers, positive thinking.---SažetakCilj je ovoga istraživanja ispitati utjecaj koji Program pozitivnoga razmišljanja s višedimenzionalnim perspektivama ima na ponašanje tijekom učenja kod djece predškolske dobi (5 godina starosti) te evaluaciju programa prema mišljenju odgajatelja. Pristupi koji se primjenjuju u Pozitivnoj psihologiji i filozofiji za djecu (P4C) poslužili su kao osnova pri osmišljavanju aktivnosti u Programu pozitivnoga razmišljanja s višedimenzionalnim perspektivama. Prakse pozitivnoga razmišljanja s višedimenzionalnim perspektivama lako se primjenjuju u radu s djecom predškolske dobi u kontekstu aktivnosti u prirodi i u području znanosti, matematike, umjetnosti, glazbe, u pričama itd. Skupina ispitanika sastojala se od petero odgajatelja koji rade u ustanovama za predškolski odgoj i 160 djece (80 ih je uvršteno u eksperimentalnu, a 80 u kontrolnu skupinu). U istraživanju je korišten eksplanatorni sekvencijalni nacrt, kao jedan od nacrta mješovitoga istraživanja. Provedena je analiza kvantitativnih podataka u obliku kvazieksperimenta s predtestom i posttestom u kontrolnoj skupini. S druge strane, kvalitativni podatci prikupljeni su na kraju obrazovnoga procesa kroz intervjue uživo s odgajateljima, u kojima su odgajatelji evaluirali program. Rezultati istraživanja pokazali su da je program imao značajan utjecaj na ponašanje pri učenju. Detaljno su obrazložene evaluacije programa prema mišljenju odgajatelja. Ključne riječi: odgojitelji, odgoj, obrazovni programi, predškolci, odgojitelji, pozitivno mišljenje.