This study examines the effect of the application of the Tri-Anthropo-Type Paschalidis Model on ensuring a smooth adaptation from the home environment to preschool education, the integration of preschoolers in the kindergarten's environment and the parents' active role in their children's adaptation. The teacher's observations, questionnaires and structured interviews were used for data collection. The Model's training course material, questionnaires, experiential activities and parents' counseling were used to carry out the research. The results showed that the application of the Model helped children manage the first days' stress of environmental change, to feel secure and accepted. It also contributed to enhancing their understanding, interaction and collaboration. The transition practices that took place helped the children's adaptation to and their smooth integration into the school environment and helped the parents to deal with their children's problematic behaviors more effectively. The cooperation between children, parents and the teacher were strengthened.
This study examines the effect of the application of the Tri-Anthropo-Type Paschalidis Model on preschool education children. According to the Model, people have specific personality traits, defined by their brain function. As a result, they belong to one of three distinct personality Types (A, B and C), with certain physical and psychological characteristics, as well as certain cognitive and learning abilities. In the kindergarten class where the Model was applied, the teacherresearcher had encountered incidents of abusive behavior and lack of collaboration amongst children, which made her professional life stressful and rather unpleasant at times. There were also certain behavioral problems and developmental disorders, which needed to be dealt with. The action research provided us with evidence that the intervention assisted in the reduction of such behavioral problems, facilitated children's selfawareness and hetero-awareness and contributed to the creation of a cooperative and friendly learning environment. The children's acquisition of essential social skills was achieved effectively and rapidly. The intervention contributed to the children's positive change, namely self-respect and selfconfidence, by helping them accept their own individuality, rely on their strengths and minimize their weaknesses. The class teacher also benefited from the intervention, in that she could work in a happier environment.
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