Evaluating Early Childhood Classroom Environments: A Mixed-Methods Comparison of Teacher Perceptions and Classroom Practices

Abstract

Purpose: This study aimed to evaluate the early childhood classroom environment. In this context, teachers’ perspectives on early childhood classroom settings were gathered, and the teachers were observed regarding their experiences during the instructional process. Method: The study employed an explanatory sequential design, one of the mixed research methods. Data were collected through the “Early Childhood Classroom Environment Assessment Scale” and unstructured observation form. Responses were obtained from 224 teachers using the scale, and observations were conducted in the classrooms of 21 teachers. Descriptive statistics, such as mean and standard deviation, were used for analyzing the quantitative data, while content analysis was applied to analyze the qualitative data. Findings: The findings revealed that the teachers reported supporting problem-solving, providing effective feedback, creating a high-quality classroom environment, encouraging positive behavior, and fostering self-efficacy. These findings were corroborated by the observations, which indicated that the teachers were trying to create a high-quality instructional process. However, it was also noted that certain approaches that the teachers claimed to implement were not consistently observed in practice. Conclusion: According to the data obtained from the scale, although teachers reported that they frequently use group work and collaborative processes for problem-solving, as well as positive reinforcement methods such as reinforcers and verbal feedback, observational findings indicated that these practices were not implemented at a sufficient level in the classroom. This discrepancy highlights an inconsistency between the teachers’ stated beliefs and their actual classroom practices.

Keywords

• Early childhood education
• early childhood classroom environment
• assessment
• observation
• mixed methods

Erken Çocukluk Dönemi Sınıf Ortamlarının Değerlendirilmesi: Öğretmen Algıları ve Sınıf Uygulamalarının Karma Yöntemlerle Karşılaştırılması

Abstract

Amaç: Bu çalışma, erken çocukluk dönemi sınıf ortamını değerlendirmeyi amaçlamıştır. Bu kapsamda, öğretmenlerin erken çocukluk sınıf ortamlarına ilişkin görüşleri alınmış ve öğretmenler öğretim süreci sırasındaki deneyimleri açısından gözlemlenmiştir. Yöntem: Araştırmada, karma araştırma yöntemlerinden biri olan açıklayıcı sıralı desen kullanılmıştır. Veriler, “Erken Çocukluk Sınıf Ortamı Değerlendirme Ölçeği” ve yapılandırılmamış gözlem formu aracılığıyla toplanmıştır. Ölçek 224 öğretmene uygulanmış, 21 öğretmenin sınıfında ise gözlemler gerçekleştirilmiştir. Nicel verilerin analizinde aritmetik ortalama ve standart sapma gibi betimsel istatistiklerden yararlanılmış, nitel veriler ise içerik analizi yöntemiyle çözümlenmiştir. Bulgular: Bulgular, öğretmenlerin problem çözmeyi desteklediklerini, etkili dönüt verdiklerini, nitelikli bir sınıf ortamı oluşturduklarını, olumlu davranışları teşvik ettiklerini ve öz yeterliliği geliştirdiklerini ifade ettiklerini göstermiştir. Bu bulgular, öğretmenlerin nitelikli bir öğretim süreci oluşturma çabasında olduklarını ortaya koyan gözlemlerle de desteklenmiştir. Ancak, öğretmenlerin uyguladıklarını iddia ettikleri bazı yaklaşımların sınıf içinde tutarlı biçimde gözlemlenmediği belirlenmiştir. Sonuç: Ölçekten elde edilen verilere göre öğretmenler problem çözmeye yönelik grup çalışmaları ve işbirlikçi süreçler ile pekiştiriciler ve sözlü geri bildirim gibi olumlu pekiştirme yöntemlerini sıklıkla kullandıklarını ifade etmelerine rağmen, gözlem bulguları bu uygulamaların sınıf içinde yeterli düzeyde gerçekleştirilmediğini göstermiştir. Bu durum, öğretmenlerin ifade ettikleri inançlar ile gerçek sınıf uygulamaları arasında bir tutarsızlık olduğunu göstermektedir.

Keywords

• Erken çocukluk eğitimi
• erken çocukluk sınıf ortamı
• değerlendirme
• gözlem
• karma yöntemler

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