Çatışmadan Başa Çıkmaya: Okul Öncesi Öğretmenlerinin Kaynaştırmaya İlişkin Deneyimleri

Year 2025, Volume: 27 Issue: 3, 427 - 436, 30.09.2025

Gözdenur Işıkcı Başkaya , Dicle Akay

https://doi.org/10.17556/erziefd.1662016

Abstract

Bu çalışmanın amacı, erken çocukluk öğretmenlerinin kaynaştırma eğitimi ile ilgili deneyimlerini, özellikle karşılaştıkları zorluklara ve geliştirdikleri başa çıkma stratejilerine odaklanarak incelemektir. İstanbul’daki tek bir anaokuluna odaklanılarak durum çalışması yöntemi kullanılmıştır. Veriler, görüşme, gözlem ve doküman analizi yoluyla toplanmıştır. Veri analizi, bu süreçte öğretmenlerin karşılaştıkları zorluklar ve algılanan başa çıkma stratejilerine ilişkin temel temaların belirlenmesine olanak tanıyan tematik analiz prosedürleri izlenerek gerçekleştirilmiştir. Çalışma, erken çocukluk öğretmenlerinin özellikle aile katılımı ve sınıf yönetimi gibi alanlarda önemli zorluklarla karşılaştıklarını ortaya koymuştur. Öğretmenler, ailelerle etkili iletişim kurma ve sınıf dinamiklerini yönetme konusunda, özellikle özel gereksinimli çocukların sınıfa katılımıyla birlikte, güçlükler yaşadıklarını ifade etmişlerdir. Ancak, öğretmenlerin etkinlikleri uyarlama süreci ve belirli öğretim stratejileri gibi algılanan başa çıkma stratejileri de belirlenmiştir. Verilerden elde edilen temalar, Türkiye'deki erken çocukluk bağlamında kaynaştırma eğitiminin mevcut durumuna dair değerli bilgiler sunmaktadır. Bu araştırma, kaynaştırma eğitimi uygulamalarının karmaşıklığını ve tüm çocuklar için kapsayıcı ortamların teşvik edilmesinde eğitimcilerin daha fazla destek ve eğitime ihtiyaç duyduğunu ortaya koyarak mevcut literatüre katkı sağlamaktadır.

Keywords

Kaynaştırma eğitimi , okul öncesi öğretmenleri , deneyimleri , başa çıkma stratejileri

From Conflict to Coping: Experiences of Early Childhood Teachers on Inclusion

Abstract

The aim of this study is to investigate the experiences of early childhood teachers on inclusion by specifically focusing on the challenges experienced them and coping strategies they have developed as well. We utilized case study, focusing on single preschool in İstanbul. Data were collected through interviews, observations, and document analysis. Data analysis followed thematic analysis procedures, allowing for the identification of key themes related to teachers' challenges and perceived coping strategies regarding inclusive education. The findings revealed significant challenges faced by early childhood teachers, particularly in areas such as parental involvement and classroom management. Teachers expressed difficulties in communicating with families and managing classroom dynamics effectively, specifically upon the entry of children with special needs. However, perceived coping strategies were identified, highlighting teacher’s adaptation process of activities and specific teaching strategies. The themes extracted from the data provide valuable insights into the current state of inclusive education in Türkiye's early childhood settings. This research contributes to the existing literature by shedding light on the complexities of inclusive practices and the need for further support and training for educators in promoting inclusive environments for all children.

Keywords

Inclusive education , early childhood teachers , teachers’ experiences , perceived coping strategies

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