Akademik Veri Yönetim Sistemi
Acta Psychologica, cilt.264, 2026 (SSCI, Scopus)
This qualitative multiple case study explores the affective experiences of three preschool children—two typically developing and one earthquake survivor—across structured and unstructured educational settings. Drawing on the Tavistock model of child observation—a psychoanalytic and ethnographic approach emphasizing sustained non-participant observation, emotional resonance, depth hermeneutics, and group supervision for interpretive insight—the study analyzes 70 field-based observation protocols supported by seminar discussions and visual affective coding. Findings reveal that unstructured environments fostered more frequent positive affective expressions, particularly among temperamentally extroverted children. In contrast, structured settings were associated with greater emotional withdrawal or negative affect, especially during adult-led performance activities. However, for the earthquake-affected child, the affective profile was more complex: while positive emotions emerged in both contexts, unstructured environments triggered more ambiguous or negative reactions. These findings highlight the nuanced relationship between temperament, biographical experience, and contextual structure in early childhood affective development. The study advocates for trauma-informed, context-sensitive pedagogical design, and underscores the continued relevance of psychoanalytically informed observation methods in understanding young children's emotional lives.