Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches

Year 2021, , 25 - 36, 26.07.2021

Zeliha Özgen , Mesude Atay

https://doi.org/10.30786/jef.615562

Abstract

The purpose of this study is to examine the teachers’ attitudes working in preschool education institutions that implement the practices of Montessori, Reggio Emilia, and the Ministry of National Education (MoNE) program. This study was carried out in descriptive research (survey) method. The study group was composed of 81 teachers working at Montessori, Reggio Emilia-inspired and MoNE preschools in Kadıköy, Maltepe and Ataşehir districts of İstanbul. "Attitude Scale for Family Participation Studies for Teachers" was used as a data collection tool. In the analysis of the data, Kruskal Wallis and Mann Whitney U tests were used. As a result of data analysis; the attitude scores of the teachers working in the Reggio Emilia-inspired preschools were higher than the Montessori-inspired and MoNE preschools. In this context, it was detected that the Reggio Emilia approach is determinative on the teachers’ attitudes regarding the family participation practices in preshools included in the study. According to the findings of the research, it was concluded that family participation studies of different educational approaches should be considered and implemented as an integrated approach according to the needs in Turkey.

Keywords

family participation, preschool education, different approaches

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