Ersoy Erdemir
Ph.D: State University of New York at Buffalo, Learning and Instruction, 2008-2013 / Graduate School of Education
Doctoral Dissertation: Vocabulary development trajectories of an emergent bilingual child: Linguistic, instructional, and socio-Interactional perspectives in preschool
M.A: State University of New York at Buffalo, Learning and Instruction, 2006-2008 / Graduate School of Education
B.A: Anadolu University, Faculty of Education, 2002-2006
Dr. Erdemir received his Master’s and Ph.D. degree in Learning and Instruction at the State University of New York at Buffalo with a specialization in early childhood education and foreign language education in preschool. During his research-intensive interdisciplinary training, Dr. Erdemir worked as a research assistant in various large-scale grant-funded intervention projects in the field of early childhood education and served as project director in Early Childhood Research Laboratory. Since 2014, Dr. Erdemir has been working as an Assistant Professor of early childhood education at the Department of Primary Education at Boğaziçi University and serves for the undergraduate program of Preschool Teacher Education, Master's program of Early Childhood Education, and doctoral program of Learning Sciences. He is currently engaged in intervention projects focusing on early childhood adversities as they pertain to socially disadvantaged children and families from poverty, trauma, refugee, immigrant, and minority backgrounds. His additional strand of projects focuses on early bilingualism, and parent support and empowerment programs.
Early intervention programs for socially disadvantaged children and families
Early childhood adversities--poverty, displacement, political terror, social exclusion
Parent support intervention programs
Early bilingualism
Early digital literacy
Erdiller-Yatmaz, Z., Erdemir, E., & Demiral, S. (2022). Baby steps to a child-to-child network: A path to empower children for exercising their participation rights. Children & Society. Early Access Version. https://doi.org/10.1111/chso.12661
Erdemir, E. (2022). Home-based early education for refugee and local children via mothers: A model of contextually sensitive early intervention. Journal of Child and Family Studies, 31(4), 1121-1144.
Erdemir, E., & Brutt-Griffler, J. (2022). Vocabulary development through peer interactions in early childhood: A case study of an emergent bilingual child in preschool. International Journal of Bilingual Education and Bilingualism, 25(3), 834-865.
Erdemir, E. (2022). Uncovering community cultural wealth through an early intervention program: Syrian refugee children speaking. Early Childhood Education Journal, 50(2), 259-278.
Erdemir, E. (2022). Summer preschools for Syrian refugee and host community children in Turkey: A model of contextually sensitive early intervention. Early Education and Development, 33(5), 912-938.
Erdemir, E. (2021). Transactional relations and reciprocity between refugee mothers and their children: Changes in child, parenting, and concept of child. European Early Childhood Education Research Journal, 29(4), 547-568.
Yıldız-Çiçekler, C., Orçan-Kaçan, M., Erdemir, E., & Aral, N. (2020). Job satisfaction and burnout levels of early childhood teachers in the U.S. and Turkey. Adıyaman University Journal of Educational Sciences, 10(1), 56-69.
Karslı Çalamak, E., & Erdemir, E. (2019). Syrian children and families in Turkey: Missing stories and counter narratives. Journal of Education for Life, 33(2), 216-246.
Erdiller-Yatmaz, Z., Erdemir, E., Erbil, F. (2019). From the perspectives of pre-service preschool teachers: Why they choose teaching and how they view child/childhood. Journal of Theoretical Educational Science, 12(1), 316-341.
Christ, T., Wang, X. C., Erdemir, E. (2018). Young children’s buddy reading with multimodal app books: Reading patterns and characteristics of readers, text and contexts. Early Child Development and Care, 188(8), 1012-1030.
Erdiller-Yatmaz, Z., Erdemir, E., Erbil, F. (2018). Child and childhood: Preschool teacher candidates reporting. Journal of Qualitative Research in Education, 6(3), 284-312.
Erdemir, E., Çiçekler, C. Y., Orcan, M., & Aral, N. (2016). Self-efficacy and life satisfaction levels of early childhood teachers in the U.S. and Turkey. International Journal of Early Childhood Education Research, 5(9), 4-16.
Orçan M., Erdemir, E., Çiçekler, C. Y., Aral, N. (2013). A comparative investigation of the learning processes of undergraduate teacher education students in the U.S. and Turkey. Mediterranean Journal of Educational Research, 14, 25-31.
Erdemir, E. (2013). Attitudinal dispositions of students toward the English language: Sociolinguistic and sociocultural considerations. Journal of Language and Linguistic Studies, 9(1), 23-49.
Erdemir, E. (2012). Facilitating vocabulary learning of English language learners and bilingual children in preschool and kindergarten classrooms: Practical recommendations. AccELLerate: National Clearinghouse for English Language Acquisition, 4(2), 5-7.
Erdemir, E. (2020). Developmental effects of summer preschools intervention on Syrian refugee and Turkish children in vulnerable communities. American Educational Research Association (AERA), San Francisco, California. http://tinyurl.com/yxx3vlhd. (Accepted presentation; conference cancelled due to COVID-19)
Karslı-Çalamak, E. & Erdemir, E. (2020). Syrian children and families in Turkey: Missing stories and counternarratives. American Educational Research Association Conference (AERA), San Francisco, California. http://tinyurl.com/szok3op. (Accepted presentation; conference cancelled due to COVID-19)
Christ, T., Wang, X. C., & Erdemir, E. (2020). Young children’s buddy reading with multimodal app books: Reading patterns and characteristics of readers, texts, and contexts. 26th Biennial Meeting of the International Society for the Study of Behavioral Development, Rhodes, Greece. (Accepted presentation; conference cancelled due to COVID-19).
Erdemir, E. (2019). The effects of early childhood education summer schools on Syrian and local children. Policies, Practices and Qualifications in Early Childhood Education International Conference. Istanbul, Turkey.
Erdemir, E. (2019). Summer preschools program for Syrian and Turkish children and its effects: An early intervention model. 6th International Early Childhood Education Congress. Kafkas University, Kars.
Uçar-Karan, Ş. & Erdemir, E. (2019). Children’s subjective well-being: School. 6th International Euroasian Educational Research Congress. Ankara, Turkey.
Erdemir, E., Diri, A., Büyükabacı, S. Ö., & Kaya, M. U. (2018). The effects of GAP summer preschools project on Syrian and Turkish children. 3rd International Child Protection Congress, Ordu, Turkey.
Strekalova-Hughes, E., Nash, K., & Erdemir, E. (2018). Refugee critical race theory in education: An emerging ontological and epistemological lens. American Educational Research Association Conference (AERA), New York, United States.
Erdemir, E. (2017). Summer preschools program for Syrian children: A pilot intervention study. 5th International Early Childhood Education Congress. Gazi University, Ankara.
Erdemir, E. (2017). The child in a country of migration: Creating a linguistically and culturally sensitive classroom community in preschool. Future in Education Conference. MEF University, Istanbul.
Erdemir, E. (2017). Summer preschool intervention program for Syrian refugee children: Language proficiency and socioemotional gains. European Early Childhood Education Research Association Conference (EECERA), Bologna, Italy.
Strekalova-Hughes, E., Nash K., & Erdemir, E. (2017). Toward a refugee critical race theory in education. 25th International Reconceptualizing Early Childhood Education Conference, Toronto, Canada.
Essary, J., Strekalova-Hughes, E., Park, S. R., & Erdemir, E. (2016). Taught to give? Comparison of early childhood civic engagement in five countries. Global Summit for Childhood Annual Conference for the Association for Childhood Education International (ACEI), Costa Rica.
Erdemir, E. (2015). A diverse child’s socialization in a new language environment across contexts of school, home, and community. European Early Childhood Education Research Association Conference (EECERA), Barcelona, Spain.
Erdemir, E. (2015). Emergent bilingual children reading Turkish and English digital storybooks. European Early Childhood Education Research Association Conference (EECERA), Barcelona, Spain.
Erdemir, E. (2015). Incidental vocabulary gains in freeplay interactions: A case study of an emergent bilingual child in preschool. American Educational Research Association Conference (AERA), Chicago, Illinois.
Erdemir, E. (2014). Emergent bilingual children building expressive vocabulary repertoire: Cross-linguistic and instructional learning trajectories. European Early Childhood Education Research Association Conference (EECERA), Crete, Greece.
Erdemir, E. (2013). Advantages of early bilingualism in young children: Oral language and pre-literacy skills. European Educational Research Association / European Conference on Educational Research, Istanbul.
Erdemir, E (2012). Linguistically diverse children's classroom social interactions with monolingual-English peers: Pathways to bolstering oral language and emergent literacy skills. Language and Social Interaction Working Group (LANSI). Teachers College, Columbia University, New York City.
Erdemir, E. (2012). Fostering vocabulary knowledge of an English-language-learning preschooler: Examination of teachers’ instruction and scaffolding practices. American Educational Research Association (AERA), Vancouver, British Colombia, Canada.
Essary, J., Strekalova, E., Park, S., & Erdemir, E. (2011). Seeing eye to eye in early childhood classrooms: Exploring the development of an intercultural co-teaching model among international teachers. Conference of International Journal of Arts and Sciences, Harvard University, Boston, Massachusetts.
Erdemir, E. (2011). Expressive semantic vocabulary knowledge in young English language learners: Conversation analysis approach. The Joint Conference of the National Popular Culture & American Culture Association and the Southwest/Texas Popular Culture & American Culture Association, San Antonio, Texas.
Erdemir, E. (2011). A case study of an English language learner's vocabulary development through peer interactions in a universal pre-kindergarten class. American Educational Research Association Conference (AERA), New Orleans, Louisiana.
Erdemir, E. (2010). Marginalization and empowerment of diversity in the thirdspace: Ethnography of an immigrant English-language-learning child as a language-minority in a U.S. school. XIV World Congress of Comparative Education Societies (WCCES), Bogazici University, Istanbul, Turkey.
After Ph.D.
Two-Generation Early Intervention Approach Study for Socioeconomically Disadvantaged Families
Scientific and Technologic Research Council of Turkey (TÜBİTAK)
Accepted - to start as of September 2023
The Child Has a Voice Affiliate Network Project: Human Rights from Child's Perspective
Civil Society Support Foundation Children's Fund; Mozaik Foundation; Social Rights and Research Association
Completed
The Child Has a Voice: Affiliate Network Project
Europen Union Project; International Children’s Center; Micro-Fon Grant Program
Completed
Home-Based Early Childhood Education Program Evaluation Research Project
UNICEF; Southeastern Anatolia Project Regional Development Administration; Development Foundation of Turkey; Mother Child Education Foundation
Completed
The Effects of Early Childhood Education Summer Schools Research Project on Syrian and Local Children
UNICEF; Southeastern Anatolia Project Regional Development Administration; Development Foundation of Turkey; Mother Child Education Foundation
Completed
Summer Preschools Project for Syrian Refugee Children: Esenler Implementation Research
Plan International; Siemens; Mother Child Education Foundation
Completed
Creative Times, Flying Library, and Football Unites Impact Evaluation Research Project
German Federal Foreign Office; Goethe Institut-İstanbul
Completed
Preschool Children’s Engagement with Multimodal Texts in the First and Second Language
Scientific and Technologic Research Council of Turkey (TÜBİTAK)
Completed
Exploring Early Childhood Teachers’ Technological Pedagogical Content Knowledge and Experiences of Technology Integrated Teaching
M.A. Thesis in Early Childhood Education Program
Büşra Gündeş Orman, Boğaziçi University, 2022-completed
Children's Perspectives on the Ideal Preschool Classroom Community: An Ethnographic Case Study
M.A. Thesis in Early Childhood Education Program
Tuğba Aladağ, Boğaziçi University, 2019-completed
The Subjective Well-Being of Children in Public Primary Schools
M.A. Thesis in Early Childhood Education Program
Şeyda Karan, Boğaziçi University, 2019-completed
Individualized Second Language Vocabulary Learning Through a Collaborative Multimedia Platform: Design-Based Research
Ph.D. Thesis in Learning Sciences Program
Gökhan Özkan, Boğaziçi University, in progress-to be defended in 2022 December
The effects of GAP Summer Preschools Project on Syrian and Turkish Children Oral Presentation First Prize (October 2018)
3rd International Child Protection Congress, Ordu, Turkey.
Early Education and Child Development Special Interest Group: Junior Faculty Research Enhancement Grant (April, 2015)
American Educational Research Association (AERA)
Vocabulary Special Interest Group: Student Vocabulary Research Award (April, 2012)
American Educational Research Association (AERA)
Early Education and Child Development Special Interest Group: Graduate Student Award (April, 2011)
American Educational Research Association (AERA)
Young Scholar/Distinguished Graduate Student Research Award (April 2010)
State University of New York at Buffalo
