Erken Gelişime Yolculuk : 0–36 Aylık Çocuklara Yönelik Oyun Gruplarına Dair Anne, Öğretmen ve Yönetici Görüşleri

Year 2025, Volume: 14 Issue: 4, 1267 - 1282, 30.10.2025

Buket Yaslı Kutluca , Tuğba Abanoz

https://doi.org/10.14686/buefad.1699567

Abstract

Journey to Early Development: Insights from Mothers, Teachers, and Administrators on Playgroups for Children Aged 0-36 Months

Abstract

The study investigates playgroups for children aged 0 to 36 months from the perspectives of mothers, educators, and administrators, using the snowball sampling method, involving 32 mothers, 10 teachers, and 12 administrators. Findings, derived through content analysis as a qualitative research method, indicate that mothers enroll their children in playgroups primarily for socialization and kindergarten preparation, often prioritizing the physical space, and they generally have positive opinions about these groups. Teachers, on the other hand, enjoy working in playgroups because they get to interact with younger children, and the environment provides them with more positive experiences. Playgroups are established by administrators in alignment with the views of mothers and teachers, with the intention of preparing children for kindergarten. Interestingly, while mothers tend to prioritize the physical setting over the educational content when choosing playgroups, the majority of administrators highlight the educational program as one of the strengths of these groups.

Keywords

playgroup , play , earlychildhood

References

• Armstrong, J., Elliott, C., Davidson, E., Mizen, J., Wray, John., & Girdler, S. (2020). The Power of Playgroups: Key components of supported and therapeutic playgroups from the perspective of parents. Occupational Therapy Australia, 68, 144–155. doi:10.1111/1440-1630.12708
• Aslan, Ö., & Boz, M., (2022). Moderating effects of teacher–child relationship on the association between unsociability and play behaviors, The Journal of Genetic Psychology, 183 (2), 180- 196. https://doi.org/10.1080/00221325.2022.2029811
• Blasi, M., & Hurwitz, S., C. (2012). For Parents Particularly: To Be Successful—Let Them Play! Childhood Education, 79(2), 101–102. https://doi.org/10.1080/00094056.2003.10522779
• Creswell, J. W. (2016). Research design: qualitative, quantitative and mixed methods approaches. Sage Publications.
• de Roos, S. A., van der Heijden, M. H. R. M. A., & Gorter, R. J. (2010). Professional development schools and early childhood education: interactive skills of students, playgroup and kindergarten teachers. European Early Childhood Education Research Journal, 18(1), 15–28. https://doi.org/10.1080/13502930903520017
• Fleer, M. (2013). Theorising play in the early years. Cambridge Unv. Press. https://doi.org/10.1017/CBO9781107282131
• Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30(4), 233-252.
• Hancock KJ, Cunningham NK, Lawrence D, Zarb D, Zubrick SR (2015) Playgroup Participation and Social Support Outcomes for Mothers of Young Children: A Longitudinal Cohort Study. PLoS ONE 10(7): e0133007. https://doi.org/10.1371/journal.pone.0133007
• İvrendi, A., Cevher-Kalburan, N., Hansen Sandseter, E. B., Storli, R., & Holla Sivertsen, A. (2019). Children, mothers, and preschool teachers’ perceptions of play: Findings from Turkey and Norway. Journal of Early Childhood Studies, 3(1), 32–54. https://doi.org/10.24130/eccd-jecs.1967201931119
• Kılcal, R. Y. (2010). Scientific Research Methods. Nobel Yayınları.
• Krefting, L. (1991). Rigor in qualitative research: the assessment of trustworthiness. The American Journal of Occupational Therapy, 45(3), 214-222.
• Lester, S., & Russell, W. (2010). Children’s right to Play: An examination of the importance of play in the lives of children worldwide. The Hague, The Netherlands: Bernard van Leer Foundation 57.
• Lloyd, E., Melhuish, E., Moss, P., & Owen, C. (1989). A review of research on playgroups. Early Child Development and Care, 43(1), 77-99. https://doi.org/10.1080/0300443890430108
• Long, D., Bergeron, J., Doyle, S. L., & Gordon, C. Y. (2006). The Relationship Between Frequency of Participation in Play Activities and Kindergarten Readiness. Occupational Therapy In Health Care, 19(4), 23–42. https://doi.org/10.1080/J003v19n04_03
• Manning, J. P. (2005). Rediscovering Froebel: A call to re-examine his life & gifts. Early Childhood Education Journal, 32(6), 371-376. https://doi.org/10.1007/s10643-005-0004-8
• McFarland-Piazza, L., Lord, A., Smith, M., & Downey, B. (2012). The role of community-based playgroups in building relationships between pre-service teachers, families and the community. Australasian Journal of Early Childhood, 37(2). https://doi.org/10.1177/183693911203700206
• McLean, K., Edwards, S., Katiba, T., Bartlett, J., Herrington, M., Evangelou, M., Henderson, M., Nolan, A. & Skouteris, H. (2022). Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review, 37, 100493. https://doi.org/10.1016/j.edurev.2022.100493
• Merriam, S. (2018). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
• Ministry of National Education (MoNE) (2024). Preschool Education Program. https://tegm.meb.gov.tr/dosya/okuloncesi/guncellenenokuloncesiegitimprogrami.pdf
• Ngadni, I. & Shuang, C. Y. (2024). The role of preschool teachers, parents, and principals in facilitating home-school partnership in early childhood education. International Journal of Academic Research in Business & Social Sciences, 14(8), 337-352. http://dx.doi.org/10.6007/IJARBSS/v14-i8/22129
• Ökcün, M. (2008). Describing the guidance of the mother of an autistic child towards the rule-based games according to the model of integrated play groups (Unpublished master thesis). Marmara University.
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage publishing.
• Pekşen Akça, R. (2020). Annelere yönelik oyun temelli sosyal-duygusal gelişim destek programının 24–30 aylık bebeklerin sosyal-duygusal gelişimlerine ve anne-bebek ilişkisine etkisinin incelenmesi (Yayımlanmamış doktora tezi). Ankara Üniversitesi, Sağlık Bilimleri Enstitüsü.
• Preschool Playgroup Association (PAA) (1989). Submission on the Quality of Educational Experience for Under-Fives to the DES Committee of Enquiry, London, PPA.
• Seban, D. & Perdeci, B. (2016). The Relationship between Academic Achievement and Resilience of Children Raised in A Low Socio-Economic Level Family: A Case Study. Journal of Qualitative Research in Education, 4(3), 106-126. DOI :10.14689/issn.2148-2624.1.4c3s6m
• Sincovich, A., Gregory, T., Harman-Smith, Y., & Brinkman, S., (2020). Exploring associations between playgroup attendance and early childhood development at school entry in Australia: A cross-sectional population-level study. American Educational Research Journal, 57(2), 475–503. https://doi.org/10.3102/0002831219854
• Statham, J., & Brophy, J. (2006). The role of playgroups as a service for preschool children. Early Childhood Development and Care, 74, 39–60. https://doi.org/10.1080/0300443910740104 Stephens, K. (1996). The childcare professional. Glencoe McGraw-Hill.
• Strange, C., Fisher, C., Howat, P., & Wood, L. (2014). Fostering supportive community connections through mothers' groups and playgroups. Leading Global Nursing Research, 70, I.12. https://doi.org/10.1111/jan.12435
• Stone, W. L. & La Greca, A. (1986). The Development of Social Skills in Children. E. Schopler et al. (eds.), Social Behavior in Autism. Springer.
• Şahin-Sak, İ. T., Sak, R., & Tuncer, N. (2019). Examination of Preschool Teachers' Attitudes towards Teaching Profession in Terms of Different Variables. Journal of Theoretical Educational Science, 12(2), 819-841. http://dx.doi.org/10.30831/akukeg.454844
• Tuğrul, B., Boz, M., Uludağ, G., Aslan, Ö., Çelik, S. & Çapan, A. (2019). Examination of preschool children’s play opportunities in schools. Trakya Journal of Education, 9(2), 185-198. https://doi.org/10.24315/tred.426421
• Uçar, S. ve Durualp, E. (2023). Montessori eğitim alan ve almayan okul öncesi dönemdeki çocukların oyun davranışlarının incelenmesi, Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 8:2, 1-17. DOI: 10.37754/ 737103.2023.821
• Ünlü Çetin, Ş. (2019). Pre-service early childhood educators’ point of views regarding center based infant-toodler education. Journal of Early Childhood Studies, 3(2), 300-334. http://dx.doi.org/10.24130/eccd-jecs.1967201932138
• Williams, K., Berthelsen, D., Nicholson, J., & Viviani, M. (2015) Research on supported playgroups (Systematic literature review). Queensland University of Technology, Australia. https://eprints.qut.edu.au/215247
• Williams, K., Berthelsen, D., Viviani, M., & Nicholson, J. (2018). Facilitated parent-child groups as family support: A systematic literature review of supported playgroup studies. Journal of Child and Family Studies, 27(8), 2367–2383. https://doi.org/10.1007/s1082 6-018-1084-6
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. baskı). Ankara: Seçkin Yayıncılık.
• Yıldırım, A. & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
• Yin, R. K. (2003). Case study research: Design and methods. Sage Publishing.