Child and Childhood: Preschool Teacher Candidates Reporting

Year 2018, Volume: 6 Issue: 3, 284 - 312, 30.11.2018

Zeynep Berna Erdiller-yatmaz , Ersoy Erdemir , Fetiye Erbil

Abstract

The purpose of the study is to understand the first-year preschool teacher education students’ perceptions of child and childhood and to examine their child and childhood beliefs and child perceptions from social and historical viewpoints. This was a phenomenological study of the qualitative research approaches conducted with 16 undergraduate students enrolled in the preschool teacher education program of a state university. All participants were first-year students. Data were obtained through in-depth interviews that included semi-structured questions and were analyzed in order by open coding, axial coding and selective coding (Strauss & Corbin, 1998). Findings are presented under 5 major sub-headings; (1) Participants definitions of child and childhood regarding their own childhood, (2) adjectives with regard to childhood, (3) child adult dichotomy, (4) the concept of ideal child, and (5) their resources of perceptions of childhood. Findings are discussed within the context of childhood and education in light of the relevant social and historical literature.

Keywords

Child, childhood, perception of child, perception of childhood, preschool, early childhood education

Çocuk ve Çocukluk: Okulöncesi Öğretmen Adayları Anlatıyor

Abstract

Çalışmanın amacı, okulöncesi öğretmenliği birinci sınıf öğrencilerinin çocuk ve çocukluğa ilişkin düşüncelerini anlamak ve çocuk ve çocukluğa ilişkin inanışlarını ve çocuk algılarını sosyal ve tarihsel bir bakış açısıyla değerlendirmektir. Çalışma nitel araştırma yaklaşımlarından “fenomenolojik çalışma” yöntemi çerçevesinde ve bir devlet üniversitesinin okulöncesi öğretmenliği programına kayıtlı olan 16 lisans öğrencisi ile gerçekleştirilmiştir. Katılımcıların tümü programın birinci yılında olan öğrencilerden oluşmuştur. Çalışmanın verileri yarı-yapılandırılmış sorular içeren derinlemesine mülakatlar aracılığıyla elde edilmiştir ve sırasıyla; açık kodlama, eksensel kodlama ve seçici kodlama tekniklerine (Strauss ve Corbin, 1998) göre analiz edilmiştir. Çalışmanın bulguları ana hatlarıyla 5 alt başlık altında sunulmaktadır: (1) Kendi çocukluklarına dair çocuk ve çocukluk tanımları, (2) çocukluğa ilişkin sıfatlar, (3) çocuk yetişkin farkı, (4) ideal çocuk kavramı ve (5) çocukluğa ilişkin düşüncelerin kaynakları. Bulgular çocukluk ve eğitim bağlamında ilgili sosyal ve tarihsel alan yazın ışığında tartışılmaktadır.

Keywords

Çocuk, çocukluk, çocuk algısı, çocukluk algısı, okulöncesi, okulöncesi öğretmen eğitimi

References

• Akgün E. (2016). Okulöncesi öğretmen adaylarının “çocuk” ve “okulöncesi öğretmeni” kavramına ilişkin metaforik algıları. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 1652-1672.
• Akturan, U., & Esen, A. (2008). Fenomenoloji. T. Baş ve U. Akturan (Editörler), Nitel araştırma yöntemlerikitabında (sayfa 83‐98). Ankara: Seçkin Yayıncılık.
• Alsup, J. (2005). Teacher identity discourses. Negotiating personal and professional spaces. Mahwah, N. J.: Lawrence Erlbaum Yayınları.
• Aries, P. (1962). Centuries of childhood: A social history of family life. NY: Random House Yayınları.
• Avcı, N., Kara, C., Ayhan, S., Güngör, N., & Kayacık, K. (2014). Investigation of prospective teachers’ understanding of childhood. Procedia-Social and Behavioral Sciences, 152, 246-252.
• Bramald, R., Hardman, F., & Leat, D. (1995). Initial teacher trainees and their views of teaching and learning. Teaching and Teacher Education, 11(1), 25-31.
• Briggs, C. L. (1986). Learning how to ask: A sociolinguistic appraisal of the role of the interview in social science research. Cambridge: Cambridge Üniversitesi Yayınları.
• Brown, S. J., & Edwards, E. P. (1972). History and theory of early childhood education. Worthington, Ohio: Charles A. Jones Yayın Şirketi.
• Bruyn, S. R. (1966). The human perspective in sociology. Englewood Cliffs, N.J: Pretince-Hall.
• Calderhead, J., & Robson, M. (1991). Image of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7, 1-8.
• Charlesworth, R., Hart, C. H., Burts, D. C., Mosley, J., & Fleege, P. O. (1993). Measuring the developmental appropriateness of kindergarten teachers’ beliefs and practices. Early Childhood Research Quarterly, 8, 255-276.
• Chong, S., Low, E. L., & Goh, K. C. (2011). Emerging professional identity of pre-service teachers. Australian Journal of Education, 36(8), 50-64.
• Clark, C. M. (1988). Teachers as designers in self-directed professional development. A. Hargreaves & M. G. Fullan (Editörler), Understanding teacher development kitabında (sayfa 75-84). New York, NY: Teachers College Yayınları.
• Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. M. C. Wittrock (Editör), Handbook of research on teaching kitabında (sayfa 255-296). New York, NY: Macmillan.
• Corsaro, W. (1997). Sociology of childhood. Kaliforniya: Thousand Oaks Pine Forge Yayınları.
• Corsaro, W. (2005). The sociology of childhood. Thousand Oaks, California: Pine Forge Press.
• Creswell, J. W. (1998; 2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, Kaliforniya: Sage Yayınları.
• Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation. New York: Routledge.
• Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. Thousand Oas, CA: Sage.
• Derrida, J. (1981). Dissemination. Chicago: Chicago Üniversitesi Yayınevi.
• Erdiller-Akın, Z. B. (2013). Examining the beliefs of Turkish preservice early childhood teachers regarding early childhood curriculum. Journal of Research in Childhood Education, 27(3), 302-318.
• Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
• Follari, L. M. (2011). Foundations and best practices in early childhood education: History, Theories and approaches to learning. Upper Saddle River, NJ: Pearson Education.
• Foucault, M. (1980). Power/Knowledge: Selected interviews and other writings. New York: Pantheon.
• Froebel, F. (1826). Education of man. Mineola, NY: Dover Publications Inc.
• Frijhoff, W. (2012). Historian’s discovery of childhood. Paedagogica Historica, 48(1), 11-29. Glaser, B. G., & Strauss, A. (1967). The discovery of Grounded Theory: Strategies for qualitative research. Şikago: Aldine Yayınları.
• Hanawalt, B. (1993). Growing up in medieval London. New York: Oxford Universitesi Yayınları.
• Harcourt, D. (2011). An encounter with children: Seeking meaning and understanding about childhood. European Early Childhood Education Research Journal, 19(3), 331-343.
• Isenberg, J. P. (1990). Teachers’ thinking and beliefs and classroom practice. Childhood Education, 66, 322-327.
• James, A., & James, A. L. (2004). Constructing childhood: Theory, policy and social practice. Basingstoke: Palgrave Macmillan.
• Kagan, D. M. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27(1), 65-90.
• Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, Kaliforniya: Sage.
• Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research: From theory to practice. USA: Jossey-Bass.
• Merriam, S. B. (1998). Qualitative research and case study application in education. San Francisco: JosseyBass.
• Montessori, M. (1909). The Montessori method. NY: Frederick A. Stokes Şirketi.
• Onur, B. (2007). Çocuk tarih ve toplum. Ankara: İmge Kitabevi.
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
• Penn, H. (2014). Understanding early childhood education: Issues and controversies. London, UK: McGraw-Hill Education.
• Pollock, L. A. (1983). Forgotten children parent-child relations from 1500 to 1900. Cambridge: Cambridge Üniversitesi Yayınları.
• Postman, N. (1994). The disappearance of childhood. New York: Vintage Books.
• Prout, A., & James, A. (1997). A new paradigm for the sociology of childhood? Provenance, promise and problems. A. James & A. Prout (Editörler), Constructing and resconstructing childhood: Contemporary issues in the sociological study of childhood kitabında (sayfa 7-33). London: Routhledge.
• Honig, M. S. (2009). How is childh contiututed in childhood studies? Qvortrup, J., Corsaro, W. & Honig, M.S. (Editörler), The Palgrave handbook of childhood studies kitabında (sayfa 62-77). London: Palgrave Macmillan.
• Rennie, D. L. (2006). The grounded theory method: Application of a varient of its procedure of constant coparative analysis to psychotheraphy research. C. T. Fischer (Editör), Qualitatve research methods for psychologists: An introduction throıgh empirical studies kitabında (sayfa 59-78). San Diego: Academic Yayıncılık.
• Sampson, H. (2004). Navigating the waves: The usefulness of a pilot in qualitative research. Qualitative Research, 4, 383-402.
• Salisbury-Glennon, J. D., & Stevens, R. J. (1999). Addressing preservice teachers’ conceptions of motivation. Teaching and Teacher Education, 15(7), 741-752.
• Spodek, B. (1988). Implicit theories of early childhood education teachers: Foundations for professional behavior. B. Spodek, O. N. Saracho, & D. L. Peters (Editörler), Professionalism and the early childhood practitioner kitabında (sayfa 161-172). New York, NY: Teachers College Yayınları.
• Stake, R. E., & Trumbull, D. J. (1982). Naturalistic generalization. Review Journal of Philosophy and Social Science, 7, 3-12.
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2. Edisyon). Thousand Oaks: Sage.
• Titchen, A., & Hobson, D. (2005). Phenomenology. B. Somekh & C. Lewin (Editörler), Research methods in the social sciences kitabında (sayfa 121-130). New Delhi: Sage.
• Toran, M. (2012). Çocukluğun ve erken çocukluk eğitiminin tarihi ve kuramsal temelleri. A. Avcı & M. Toran (Editörler), Okul öncesi eğitime giriş kitabında (sayfa 1-19). Ankara: Eğiten Kitap.
• Wright, H. (2015). The child in society. London, UK: Sage.
• Wall, J. (2010). Ethics in light of childhood. Vaşington, DC: Georgetown Üniversitesi Yayınları.
• Wubbles, T. (1992). Taking account of student teachers' preconceptions. Teaching and Teacher Education, 8(2), 137-149.
• Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı). Ankara: Seçkin Yayıncılık.
• Yin, R. K., (2003). Case study research: Design and method (3rd Ed.). Thousand Oaks, Kaliforniya: Sage.
• Yonemura, M. (1986). A teacher at work: Professional development and the early childhood educator. New York, NY: Teacher College Yayınları.