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Influences of Childhood Experiences on Early Childhood Education Students

Year 2015, Volume 0, Issue 8, 1 - 14, 24.07.2015

Abstract

This qualitative study examined whether or not childhood experiences of the early childhood education students affected their present personal beliefs and pedagogies. A digital survey was filled out by 58 students majoring in Early Childhood Education program. The participants were asked to identify and reflect on their impactful early experiences. The follow-up interviews with two participants were conducted to deepen the reflections on childhood experiences and explore their effects on the present lives of the early childhood educators. The theoretical framework for this study was based on the concept of the experiential continuum originated by one of the most influential American philosopher, John Dewey. The findings suggest that early childhood education students’ early childhood experiences are connected to personal and professional aspects of their lives. The results of this study suggest that despite the potentially changing interpretation of the past, childhood may continuously affect the lives of early childhood education students. These results support the importance of reflecting on students’ own childhoods in teacher preparation programs.  Another result of this study was that early peer experiences affected teachers’ present lives.  Based on the results, suggestions for the teacher education programs are made. Such suggestions included promoting students to facilitate their reflections regarding childhood experiences via the following questions: “Why am I reflecting on this teaching experience/knowledge the way I am? What within myself, within my own past experiences may be driving me to see what I am seeing, to conclude what I am concluding?”

Keywords: childhood experiences, pedagogy, early childhood education, experiential continuum 

References

  • Akkerman, S. F., & Meijer, P. C., (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308-319.
  • Chang-Kredl, S. & Kingsley, S. (2014). Identity expectations in early childhood teacher education: Preservice teachers' memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, 27-36.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
  • Dewey, J. (1938). Experience and education. New York, NY: The Macmillan company.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago, IL: Henry Regnery.
  • Drake, C., & Sherin, M. G. (2006). Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 35(2), 153-187.
  • Peterson, C. Bonechi, A., Bonechi, A., Smorti, A. & Tani, F. (2010). A distant mirror: Memories of parents and friends across childhood and adolescence. British Journal of Psychology, 101, 601–620.
  • Pollard, A. (2005). Reflective teaching. London, UK: Continuum.
  • Rothenberg, J. J. (1994). Memories of schooling. Teaching and Teacher Education, 10(4), 369-379.
  • Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
  • Seidman, I. (2006). Interviewing as qualitative research: a guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
  • Thomas, J. A., & Pedersen, J. E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs? School Science & Mathematics, 103, 319-332.
  • Van Hook, C. W. (2002). Preservice teachers reflect on memories from early childhood. Journal of Early Childhood Teacher Education, 23(2), 143-155.

Ekaterina Strekalova-Hughes* Saoussan Maarouf** Burhanettin Keskin

Year 2015, Volume 0, Issue 8, 1 - 14, 24.07.2015

Abstract

Bu niteliksel çalışmada erken çocukluk eğitimi öğrencilerinin erken çocukluk tecrübelerinin şu anki kişisel inançlarını ve pedagojilerini etkileyip etkilemediği incelendi. Erken çocukluk eğitimi programındaki 58 öğrenci dijital ankete katıldı. Katılımcılardan kendilerinde etkili olan erken çocukluk tecrübelerini tanımlamaları ve bu tecrübeler üzerinde düşünmeleri istendi. Anketi takiben iki erken çocukluk eğitimcisi ile erken çocukluk tecrübeleri ve bu tecrübelerin onların şimdiki hayatlarına olan etkisi hakkında derinlemesine bilgi almak amacıyla röportaj yapıldı. Bu çalışmanın teorik çerçevesi en ünlü Amerikan felsefecilerinden John Dewey’in deneyimsel süreç kavramı üzerine kurulmuştur. Erken çocukluk eğitimi öğrencilerinin erken çocukluk tecrübelerinin onların kişisel ve mesleki hayatlarıyla ilişkili olduğu sonucu elde edilmiştir. Bu çalışmanın sonuçları, geçmişin potansiyel olarak değişen yorumlarına rağmen, erken çocukluk döneminin sürekli olarak erken çocukluk eğitimi öğrencilerinin hayatını etkileyebildiğini önermektedir. Bu sonuçlar, öğrencilerin çocukluk dönemleri hakkında düşünmelerinin öğretmen eğitimi programları açısından önemli olduğu görüşünü desteklemektedir. Bu çalışmadan elde edilen bir başka sonuç ise erken çocukluktaki akranlarla ilgili tecrübelerin de öğretmenlerin bugünkü hayatlarını etkilediğidir. Bu çalışmanın sonuçlarına dayalı olarak öğretmen eğitimi programlarına yönelik önerilerde bulunulmuştur. Bu öneriler arasında, öğrencilerin erken çocukluk tecrübeleri üzerine derinlemesine düşünmelerinin şu sorular yoluyla desteklenmesi gerektiği yer almaktadır: “Neden bu öğretim tecrübesi/bilgisi üzerinde bu şekilde düşünüyorum? İçimde, geçmiş tecrübelerimden beni gördüğüm şeyleri bu şekilde görmeye sevk eden nedir?”

References

  • Akkerman, S. F., & Meijer, P. C., (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308-319.
  • Chang-Kredl, S. & Kingsley, S. (2014). Identity expectations in early childhood teacher education: Preservice teachers' memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, 27-36.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
  • Dewey, J. (1938). Experience and education. New York, NY: The Macmillan company.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago, IL: Henry Regnery.
  • Drake, C., & Sherin, M. G. (2006). Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 35(2), 153-187.
  • Peterson, C. Bonechi, A., Bonechi, A., Smorti, A. & Tani, F. (2010). A distant mirror: Memories of parents and friends across childhood and adolescence. British Journal of Psychology, 101, 601–620.
  • Pollard, A. (2005). Reflective teaching. London, UK: Continuum.
  • Rothenberg, J. J. (1994). Memories of schooling. Teaching and Teacher Education, 10(4), 369-379.
  • Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
  • Seidman, I. (2006). Interviewing as qualitative research: a guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
  • Thomas, J. A., & Pedersen, J. E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs? School Science & Mathematics, 103, 319-332.
  • Van Hook, C. W. (2002). Preservice teachers reflect on memories from early childhood. Journal of Early Childhood Teacher Education, 23(2), 143-155.

Details

Primary Language En
Journal Section Makaleler
Authors

Ekaterina STREKALOVA-HUGHES This is me


Saoussan MAAROUF This is me


Burhanettin KESKİN>

Publication Date July 24, 2015
Application Date August 13, 2015
Acceptance Date
Published in Issue Year 2015, Volume 0, Issue 8

Cite

Bibtex @ { jef196738, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2015}, volume = {0}, number = {8}, pages = {1 - 14}, title = {Influences of Childhood Experiences on Early Childhood Education Students}, key = {cite}, author = {Strekalova-hughes, Ekaterina and Maarouf, Saoussan and Keskin, Burhanettin} }
APA Strekalova-hughes, E. , Maarouf, S. & Keskin, B. (2015). Influences of Childhood Experiences on Early Childhood Education Students . Journal of Education and Future , 0 (8) , 1-14 . Retrieved from https://dergipark.org.tr/en/pub/jef/issue/18640/196738
MLA Strekalova-hughes, E. , Maarouf, S. , Keskin, B. "Influences of Childhood Experiences on Early Childhood Education Students" . Journal of Education and Future 0 (2015 ): 1-14 <https://dergipark.org.tr/en/pub/jef/issue/18640/196738>
Chicago Strekalova-hughes, E. , Maarouf, S. , Keskin, B. "Influences of Childhood Experiences on Early Childhood Education Students". Journal of Education and Future 0 (2015 ): 1-14
RIS TY - JOUR T1 - Influences of Childhood Experiences on Early Childhood Education Students AU - EkaterinaStrekalova-hughes, SaoussanMaarouf, BurhanettinKeskin Y1 - 2015 PY - 2015 N1 - DO - T2 - Journal of Education and Future JF - Journal JO - JOR SP - 1 EP - 14 VL - 0 IS - 8 SN - 2146-8249- M3 - UR - Y2 - 2022 ER -
EndNote %0 Journal of Education and Future Influences of Childhood Experiences on Early Childhood Education Students %A Ekaterina Strekalova-hughes , Saoussan Maarouf , Burhanettin Keskin %T Influences of Childhood Experiences on Early Childhood Education Students %D 2015 %J Journal of Education and Future %P 2146-8249- %V 0 %N 8 %R %U
ISNAD Strekalova-hughes, Ekaterina , Maarouf, Saoussan , Keskin, Burhanettin . "Influences of Childhood Experiences on Early Childhood Education Students". Journal of Education and Future 0 / 8 (July 2015): 1-14 .
AMA Strekalova-hughes E. , Maarouf S. , Keskin B. Influences of Childhood Experiences on Early Childhood Education Students. JEF. 2015; 0(8): 1-14.
Vancouver Strekalova-hughes E. , Maarouf S. , Keskin B. Influences of Childhood Experiences on Early Childhood Education Students. Journal of Education and Future. 2015; 0(8): 1-14.
IEEE E. Strekalova-hughes , S. Maarouf and B. Keskin , "Influences of Childhood Experiences on Early Childhood Education Students", Journal of Education and Future, vol. 0, no. 8, pp. 1-14, Jul. 2015
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