Research Article
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Kuramın Uygulamayla Buluşamadığı Yer: Erken Çocuklukta Matematik Eğitimi

Year 2019, Volume: 9 Issue: 1, 1 - 20, 30.06.2019
https://doi.org/10.17984/adyuebd.363791

Abstract

Bu çalışmanın amacı
okul öncesi öğretmenlerinin matematik eğitimini nasıl gerçekleştirdiklerini
saptamaktır. Bu amaç kapsamında ele aldıkları matematik beceri ve kazanımların
düzeyi ile matematik etkinliklerindeki pedagojik yaklaşımlarının ortaya
çıkarılması hedeflenmiştir. Araştırmanın çalışma grubunu iki farklı
anaokulunda görev yapmakta olan 16 öğretmen oluşturmuştur. Nitel yöntem
kullanılan çalışmada veriler gözlem ve görüşmeler yoluyla toplanmış ve içerik
analizi yapılmıştır. Verilerin analizi sonucunda öğretmenler tarafından
öğrencilerinin bireysel farklılıklarının, informal kanallarla edindikleri
matematik deneyim, bilgi ve becerilerinin göz ardı edildiği tespit edilmiştir.
Çocukların, manipulatif ya da teknoloji kullanımının pek söz konusu olmadığı,
öğretmen merkezli gerçekleştirilen çalışma kâğıdı etkinlikleriyle saatlerce
meşgul tutuldukları görülmüştür. Ayrıca çalışma grubundaki öğretmenlerin,
tavsiye edilen eğitim uygulamalarının değerini fark etmelerini sağlayacak; iyi
uygulamaları gözlemleme, deneyimleme ve uygulamaları için fırsatlar sunan;
geri bildirim alma ve vermelerine imkân veren bir mesleki ağa erişimlerini
sağlayacak sürekli ve kapsamlı bir hizmet içi eğitim programına ihtiyaçları
olduğu sonucuna ulaşılmıştır.

References

  • Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25-50.
  • Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise. New Jersey: Lawrence Erlbaum Associates.
  • Baroody, A. J. (2004). The role of psychological research in the development of early childhood mathematics standards. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 7–72). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Baroody, A. J. & Tiilikainen, S. H. (2003). Two perspectives on addition development. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp.75-126). New Jersey: Lawrence Erlbaum Associates.
  • Blair, C., Gamson, D., Thorne, S., & Baker, D. (2005). Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex. Intelligence, 33, 93–106.
  • Bowman, B.T., S. Donovan, & M.S. Burns. (2000). Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press.
  • Bredekamp, S. (2004). Standards for preschool and kindergarten mathematics Education. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 77–82). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.
  • Caliskan-Dedeoglu, N. & Alat, Z. (2012). Harmony between Turkish early childhood and primary mathematics education standards. Educational Sciences: Theory & Practice, 12(3), 2280-2285.
  • Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Develop- ment, 65(2), 684-698.
  • Charlesworth, R. (2005). Prekindergarten mathematics: Connecting with national standards. Early Childhood Education Journal, 32(4), 229-236.
  • Clements, D. H. (2004). Major themes and recommendations. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 7–72). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: the case of geometry. Journal of Mathematics Teacher Education, 14, 133–148.
  • Copley, J. V. (2004). The Early Childhood Collaborative: A professional development model to communicate and implement the standards. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 401-414). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Copley, J. V. (2006). The Young Child and Mathematics. Washington, DC: NAEYC.
  • Copple, C., & Bredekamp, S., (2009). Developmentally appropriate practice in early childhood programs serving children birth through age 8 (Third ed.). Washington, DC: NAEYC.
  • Cowan, R. (2003). Does it all add up? Changes in children’s knowledge of addition combinations, strategies, and principles. In A. J. Baroody & A. Dowker (Eds.) the development of arithmetic concepts and skills: Constructing adaptive expertise (p.33-74). New Jersey: Lawrence Erlbaum Associates.
  • Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., Iriondo-Perez, J., Mashburn, A. J., Pianta, R. C., Alva, S., Bryant, D., Cai, K., Clifford, R. M., Griffin, J. A., Howes, C., Jeon, H. J., Peisner-Feinberg, E., Vandergrift, N., & Zill, N. (2007). Teachers’ education, classroom quality, and young children’s academic skills: results from seven studies of preschool programs. Child Development, 78(2), 558-580.
  • Entwisle, D. R., & Alexander, K. L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. The Elementary School Journal, 98(4), 351-364.
  • Feiler, R. (2004). Early childhood mathematics instruction: Seeing the opportunities among the challenges. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 393-400). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal of research in Mathematics Education, 27(4), 403-434.
  • Frede, E. C. (1995). The role of program quality in producing early childhood program benefits. The Future of Children, 5(3), 115-132.
  • Fuson, K. C. & Burghardt, B. H. (2003). Multidigit addition and subtraction methods invented in small groups and teacher support of problem solving and reflection. In A. J. Baroody & A. Dowker (Eds.) The development of arithmetic concepts and skills: Constructing adaptive expertise (pp.267-304). New Jersey: Lawrence Erlbaum Associates.
  • Gainsburg, J. (2012). Why new mathematics teachers do or don’t use practices emphasized in their credential program. Journal of Mathematics Teacher Education, 15(2), 1-21.
  • Graham, T. A., Nash, C., & Paul, K. (1997). Young children's exposure to mathematics: The child care context. Early Childhood Education Journal, 25 (1), 31-38.
  • Greenes, C., Ginsburg, H. P., & Balfanz, R. (2004). Big Math for Little Kids. Early Childhood Research Quarterly, 19(1), 159–166.
  • Gol-Guven, M. (2009). Evaluation of the quality of early childhood classrooms in Turkey. Early Child Development and Care, 179 (4), 437-451.
  • Haktanir, G. (2012). Turkiye Cumhuriyeti’nin kurulusunun 100’uncu yilina dogru ulkemizde okul oncesi egitim. In G. Haktanir (Ed.), Okul oncesi egitime giris, (pp.309-328). Ankara: Ani Yayincilik.
  • Hayes, C.D., J.L. Palmer, & M.J. Zaslow, eds. 1990. Who cares for America's children: Child care policy for the 1990s. Washington, DC: National Academy Press.
  • Kagitcibasi, C., Sunar, D., Bekman, S., Baydar, N., & Cemalcilar , Z. (2009). Continuing effects of early intervention in adult life: The Turkish Early Enrichment Project 22 years later. Journal of Applied Developmental Psychology, 30(6), 764-779.
  • Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37-45.
  • Linder, S. M., Powers-Costello, B., & Stegelin, D. A. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Education Journal, 39, 29–37.
  • McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471–490.
  • Milli Egitim Bakanligi [MEB]. (2006). Okul oncesi egitim programı (36-72 aylik cocuklar icin). Ankara: MEB.
  • Milli Egitim Bakanligi [MEB]. (2013). Okul oncesi egitim programı (36-72 aylik cocuklar icin). Ankara: MEB.
  • Moon, J. & Schweingruber, H. (2005). Afterword: Next steps. In National Research Council, mathematical and scientific development in early childhood: A workshop summary (pp.31-34). Washington, D. C.: The National Academic Press.
  • National Association for the Education of Young Children [NAEYC]. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved July 08, 2011, from http://www.naeyc.org/files/na- eyc/file/positions/PSDAP.pdf.
  • National Association for the Education of Young Children [NAEYC]. (2010). Early childhood mathematics: promoting good beginnings. Retrieved March 10, 2011, from http://www.naeyc.org.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • O'Brien Caughy, M., DiPietro, J. A., & Strobino, D. M. (1994). Day-care participation as a protective factor in the cognitive development of low-income children. Child Development, 65(2), 457-471.
  • Phillips, D., McCartney, K., & Scarr, S. (1987). Child-care quality and children's social development. Developmental Psychology, 23(4), 537-543.
  • Polat, S. (2009). Turkiye’de egitim politikalarinin firsat esitsizligi uzerindeki etkileri (published dissertation). State Planning Organization, Ankara.
  • Reynolds, A. J. & Temple, J. A. (1998). Extended early childhood intervention and school achievement: Age thirteen findings from the Chicago Longitudinal Study. Child Development, 69(1), 231-246.
  • Sarama, J. & Dibiase, A. M. (2004). The professional development challenge in preschool mathematics. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 415-446). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Schweinhart, L. J. (1997). Child-initiated learning activities for young children living in poverty. Clearing House on Elementary and Early Childhood Education. EDO-PS-97-23.
  • Schweinhart, L. J. & Weikart, D. P. (1997). The High/Scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12, 117-143.
  • Seo, K. H. & Ginsburg, H. P. (2004) What is developmentally appropriate in early childhood mathematics education? Lessons from new research. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 91–104). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Skibbe, L. E., McDonald Connor, C., Morrison, F. J., & Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early Childhood Research Quarterly, 26, 42–49.
  • Stipek, D. J. & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305-325.
  • Tsamir, P., Tirosh, D., & Levenson, E. (2011). Windows to early childhood mathematics teacher education. Journal of Mathematics Teacher Education, 14(2), 89-92.
  • Tudge, J. R. H. & Doucet, F. (2004). Early mathematical experiences: observing young Black and White children’s everyday activities. Early Childhood Research Quarterly 19, 21–39.
  • TUSIAD (2005). Dogru baslangic: Turkiye’de okul oncesi egitim. Retrieved from http://www.tusiad.org/__rsc/shared/file/egitim.pdf on January 13, 2013.
  • Wen, X., Bulotsky-Shearer, R. J., Hahs-Vaughn, D. L., & Korfma, J. (2012). Head Start program quality: Examination of classroom quality and parent involvement in predicting children’s vocabulary, literacy, and mathematics achievement trajectories. Early Childhood Research Quarterly, 27, 640–653.
  • Woodhead, Martin (2006). Changing perspectives on early childhood: theory, research and policy. International Journal of Equity and Innovation in Early Childhood, 4(2), pp. 1–43.
  • World Bank (2010). Turkey: Expanding opportunities for the next generation. Report no 48627-TR. USA: World Bank.
  • Yoshikawa, H. (1995). Long-term effects of early childhood programs on social outcomes and delinquency. Future of Children, 5(3), 51-75.

Where Theory Does not Meet the Practice: Teaching Math to Young Children in Turkey

Year 2019, Volume: 9 Issue: 1, 1 - 20, 30.06.2019
https://doi.org/10.17984/adyuebd.363791

Abstract

The aim of this
qualitative study was to explore how teachers of young children provide math
education in their classrooms in Turkey. More specifically, attention was paid
to reveal the levels of math skills and concepts that were addressed in, and
pedagogical approaches that were characterized the math practices in two pre-k
programs. Data was obtained through observations and interviews. Content analysis
of the data revealed that there was a disregard for individual differences,
and children's informal math experiences, knowledge and skills. Children had
to spend hours in teacher directed activities that mostly comprised of
worksheets without much use of manipulatives or technology. Connections
between children's real lives and teaching activities were rarely made. There
is an urgent need for ongoing and extensive teacher development programs in
which teachers could see value in recommended teaching practices; find plenty
of opportunities to observe, experiment, and implement good practices; receive
and provide feedback in a network of professionals. Partnership between
universities and schools should become more effective and not be limited to
curriculum development or one-shot training sessions.

References

  • Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25-50.
  • Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise. New Jersey: Lawrence Erlbaum Associates.
  • Baroody, A. J. (2004). The role of psychological research in the development of early childhood mathematics standards. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 7–72). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Baroody, A. J. & Tiilikainen, S. H. (2003). Two perspectives on addition development. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp.75-126). New Jersey: Lawrence Erlbaum Associates.
  • Blair, C., Gamson, D., Thorne, S., & Baker, D. (2005). Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex. Intelligence, 33, 93–106.
  • Bowman, B.T., S. Donovan, & M.S. Burns. (2000). Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press.
  • Bredekamp, S. (2004). Standards for preschool and kindergarten mathematics Education. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 77–82). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.
  • Caliskan-Dedeoglu, N. & Alat, Z. (2012). Harmony between Turkish early childhood and primary mathematics education standards. Educational Sciences: Theory & Practice, 12(3), 2280-2285.
  • Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Develop- ment, 65(2), 684-698.
  • Charlesworth, R. (2005). Prekindergarten mathematics: Connecting with national standards. Early Childhood Education Journal, 32(4), 229-236.
  • Clements, D. H. (2004). Major themes and recommendations. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 7–72). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: the case of geometry. Journal of Mathematics Teacher Education, 14, 133–148.
  • Copley, J. V. (2004). The Early Childhood Collaborative: A professional development model to communicate and implement the standards. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 401-414). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Copley, J. V. (2006). The Young Child and Mathematics. Washington, DC: NAEYC.
  • Copple, C., & Bredekamp, S., (2009). Developmentally appropriate practice in early childhood programs serving children birth through age 8 (Third ed.). Washington, DC: NAEYC.
  • Cowan, R. (2003). Does it all add up? Changes in children’s knowledge of addition combinations, strategies, and principles. In A. J. Baroody & A. Dowker (Eds.) the development of arithmetic concepts and skills: Constructing adaptive expertise (p.33-74). New Jersey: Lawrence Erlbaum Associates.
  • Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., Iriondo-Perez, J., Mashburn, A. J., Pianta, R. C., Alva, S., Bryant, D., Cai, K., Clifford, R. M., Griffin, J. A., Howes, C., Jeon, H. J., Peisner-Feinberg, E., Vandergrift, N., & Zill, N. (2007). Teachers’ education, classroom quality, and young children’s academic skills: results from seven studies of preschool programs. Child Development, 78(2), 558-580.
  • Entwisle, D. R., & Alexander, K. L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. The Elementary School Journal, 98(4), 351-364.
  • Feiler, R. (2004). Early childhood mathematics instruction: Seeing the opportunities among the challenges. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 393-400). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal of research in Mathematics Education, 27(4), 403-434.
  • Frede, E. C. (1995). The role of program quality in producing early childhood program benefits. The Future of Children, 5(3), 115-132.
  • Fuson, K. C. & Burghardt, B. H. (2003). Multidigit addition and subtraction methods invented in small groups and teacher support of problem solving and reflection. In A. J. Baroody & A. Dowker (Eds.) The development of arithmetic concepts and skills: Constructing adaptive expertise (pp.267-304). New Jersey: Lawrence Erlbaum Associates.
  • Gainsburg, J. (2012). Why new mathematics teachers do or don’t use practices emphasized in their credential program. Journal of Mathematics Teacher Education, 15(2), 1-21.
  • Graham, T. A., Nash, C., & Paul, K. (1997). Young children's exposure to mathematics: The child care context. Early Childhood Education Journal, 25 (1), 31-38.
  • Greenes, C., Ginsburg, H. P., & Balfanz, R. (2004). Big Math for Little Kids. Early Childhood Research Quarterly, 19(1), 159–166.
  • Gol-Guven, M. (2009). Evaluation of the quality of early childhood classrooms in Turkey. Early Child Development and Care, 179 (4), 437-451.
  • Haktanir, G. (2012). Turkiye Cumhuriyeti’nin kurulusunun 100’uncu yilina dogru ulkemizde okul oncesi egitim. In G. Haktanir (Ed.), Okul oncesi egitime giris, (pp.309-328). Ankara: Ani Yayincilik.
  • Hayes, C.D., J.L. Palmer, & M.J. Zaslow, eds. 1990. Who cares for America's children: Child care policy for the 1990s. Washington, DC: National Academy Press.
  • Kagitcibasi, C., Sunar, D., Bekman, S., Baydar, N., & Cemalcilar , Z. (2009). Continuing effects of early intervention in adult life: The Turkish Early Enrichment Project 22 years later. Journal of Applied Developmental Psychology, 30(6), 764-779.
  • Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37-45.
  • Linder, S. M., Powers-Costello, B., & Stegelin, D. A. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Education Journal, 39, 29–37.
  • McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471–490.
  • Milli Egitim Bakanligi [MEB]. (2006). Okul oncesi egitim programı (36-72 aylik cocuklar icin). Ankara: MEB.
  • Milli Egitim Bakanligi [MEB]. (2013). Okul oncesi egitim programı (36-72 aylik cocuklar icin). Ankara: MEB.
  • Moon, J. & Schweingruber, H. (2005). Afterword: Next steps. In National Research Council, mathematical and scientific development in early childhood: A workshop summary (pp.31-34). Washington, D. C.: The National Academic Press.
  • National Association for the Education of Young Children [NAEYC]. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved July 08, 2011, from http://www.naeyc.org/files/na- eyc/file/positions/PSDAP.pdf.
  • National Association for the Education of Young Children [NAEYC]. (2010). Early childhood mathematics: promoting good beginnings. Retrieved March 10, 2011, from http://www.naeyc.org.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • O'Brien Caughy, M., DiPietro, J. A., & Strobino, D. M. (1994). Day-care participation as a protective factor in the cognitive development of low-income children. Child Development, 65(2), 457-471.
  • Phillips, D., McCartney, K., & Scarr, S. (1987). Child-care quality and children's social development. Developmental Psychology, 23(4), 537-543.
  • Polat, S. (2009). Turkiye’de egitim politikalarinin firsat esitsizligi uzerindeki etkileri (published dissertation). State Planning Organization, Ankara.
  • Reynolds, A. J. & Temple, J. A. (1998). Extended early childhood intervention and school achievement: Age thirteen findings from the Chicago Longitudinal Study. Child Development, 69(1), 231-246.
  • Sarama, J. & Dibiase, A. M. (2004). The professional development challenge in preschool mathematics. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 415-446). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Schweinhart, L. J. (1997). Child-initiated learning activities for young children living in poverty. Clearing House on Elementary and Early Childhood Education. EDO-PS-97-23.
  • Schweinhart, L. J. & Weikart, D. P. (1997). The High/Scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12, 117-143.
  • Seo, K. H. & Ginsburg, H. P. (2004) What is developmentally appropriate in early childhood mathematics education? Lessons from new research. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 91–104). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Skibbe, L. E., McDonald Connor, C., Morrison, F. J., & Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early Childhood Research Quarterly, 26, 42–49.
  • Stipek, D. J. & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305-325.
  • Tsamir, P., Tirosh, D., & Levenson, E. (2011). Windows to early childhood mathematics teacher education. Journal of Mathematics Teacher Education, 14(2), 89-92.
  • Tudge, J. R. H. & Doucet, F. (2004). Early mathematical experiences: observing young Black and White children’s everyday activities. Early Childhood Research Quarterly 19, 21–39.
  • TUSIAD (2005). Dogru baslangic: Turkiye’de okul oncesi egitim. Retrieved from http://www.tusiad.org/__rsc/shared/file/egitim.pdf on January 13, 2013.
  • Wen, X., Bulotsky-Shearer, R. J., Hahs-Vaughn, D. L., & Korfma, J. (2012). Head Start program quality: Examination of classroom quality and parent involvement in predicting children’s vocabulary, literacy, and mathematics achievement trajectories. Early Childhood Research Quarterly, 27, 640–653.
  • Woodhead, Martin (2006). Changing perspectives on early childhood: theory, research and policy. International Journal of Equity and Innovation in Early Childhood, 4(2), pp. 1–43.
  • World Bank (2010). Turkey: Expanding opportunities for the next generation. Report no 48627-TR. USA: World Bank.
  • Yoshikawa, H. (1995). Long-term effects of early childhood programs on social outcomes and delinquency. Future of Children, 5(3), 51-75.
There are 56 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Zeynep Alat

Publication Date June 30, 2019
Acceptance Date February 22, 2019
Published in Issue Year 2019 Volume: 9 Issue: 1

Cite

APA Alat, Z. (2019). Where Theory Does not Meet the Practice: Teaching Math to Young Children in Turkey. Adıyaman University Journal of Educational Sciences, 9(1), 1-20. https://doi.org/10.17984/adyuebd.363791

                                                                                                                                                                                                                                                      
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