Research Article
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Year 2021, Volume: 8 Issue: 4, 186 - 197, 01.12.2021
https://doi.org/10.17275/per.21.85.8.4

Abstract

References

  • Angelides, P., Theophanous, L., & Leigh, J. (2007). Understanding teacher-parent relationships for improving pre-primary schools in Cyprus. Educational Review, 58(3), 303-316.
  • Ayvallı, M., & Şimşek, E. E. (2020). Okul öncesi öğretmen adaylarının sınıf içi uygulamalarında yer verdikleri etkinlik türlerinin sıralama yargıları kanunuyla ölçeklenmesi [Pre-service early childhood teachers’ ranking of in-classroom activities]. Eğitim ve Yeni Yaklaşımlar Dergisi, 3(1), 1-15.
  • Bay, D. N., Bahçıvan, E., & Kalay, B. (2018). Okul öncesinde okul aile işbirliğine yönelik ailelerin ve öğretmenlerin görüşleri [Expectations of paretns and teachers for school-family collaboration at pre-school]. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 4(3), 58-82.
  • Brannon, D. (2005). Full- or half-day kindergarten: What parents pick- and why. Education Digest, 70(8), 57-62.
  • Broström, S., Sandberg, A., Johansson, I., Margetts, K., Nyland, B., Frøkjær, T.,...Vrinioti, K. (2015). Preschool teachers’ views on children’s learning: an international perspective. Early Child Development and Care, 185(5), 824-847.
  • Ceylan, R. (2019). Ebeveynlerin okul öncesi kurumu hakkındaki görüşleri: Tercih sebepleri, beklentileri ve memnuniyetleri [Parents' views about center-based child care: their preferences, expectations and satisfactions]. Elektronik Sosyal Bilimler Dergisi, 18(70), 497-517.
  • Dağlıoğlu, E. (2008). Ülkemizde okul öncesi eğitim [Early childhood education in our country]. Eğitime Bakış Dergisi, 12, 45-53.
  • Dereli, E. (2012). Okulöncesi öğretmenleri ile ilköğretim bir¬inci sınıf öğretmenlerinin ilköğretime hazırlık süreci ile ilgili görüşlerinin karşılaştırılarak incelenmesi [The views of preschool teachers and primary school teachers about primary school process of transition to primary school]. Akademik Bakış Dergisi, 30, 1-20.
  • Dockett, S., & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2(2), 171-189.
  • Ebbeck, M., Yim, H. Y. B., & Warrier, S. (2019). Early childhood teachers’ views and teaching practices in outdoor play with young children in Singapore. Early Childhood Education Journal, 47(3), 265-273.
  • Education, Audiovisual and Culture Executive Agency. (2019). Key Data on Early Childhood Education and Care in Europe – 2019 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • European Early Childhood Research Association. (2015). EECERA Ethical Code for Early Childhood Researchers. Retrieved from: https://www.eecera.org/wp-content/uploads/2016/07/EECERA-Ethical-Code.pdf
  • Gardner, D. E. M. (1969). Susan Isaacs: The First Biography. London, United Kingdom: Methuen.
  • Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238-264.
  • Güler, B. İ., & Demir, E. (2016). Okul öncesi ögretmenlerinin riskli oyunlara yönelik görüs ve algilari [Opinions and perceptions of preschool teachers towards risky play]. Ozel Egitim Dergisi, 17(2), 97-116.
  • Güven, G. (2011). Farklı eğitim modelleri kullanılarak uygulanan aile eğitim ve aile katılım programlarının okul öncesi öğretmenlerinin uygulamalarına ve ebeveynlerin görüşlerine etkisinin incelenmesi [An analysis of the effects of (family) parent education and (family) parent participation programs?, prepared in early childhood education institutions, on teachers? and parents? knowledge and ability levels] (Unpublished Doctoral dissertation). Gazi University, Ankara, Turkey.
  • Hains, A. H., Fowler, S. A., Schwartz, I. S., Kottwitz, E., & Rosenkoetter, S. (1989). A comparison of preschool and kindergarten teacher expectations for school readiness. Early Childhood Research Quarterly, 4(1), 75-88.
  • Hanley, G. P., Cammilleri, A. P., Tiger, J. H., & Ingvarsson, E. T. (2007). A method for describing preschoolers’ activity preferences. Journal of Applied Behavior Analysis, 40(4), 603-618.
  • Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary education. Asia‐Pacific Journal of Teacher Education, 36(4), 309-322.
  • Konca, A. S. (2020). Velilerin okul öncesi eğitim hakkında görüşlerinin incelenmesi [Parents’ views about early childhood education]. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(3), 892-902.
  • Lin, H. L., Lawrence, F. R., & Gorrell, J. (2003). Kindergarten teachers’ views of children’s readiness for school. Early Childhood Research Quarterly, 18(2), 225-237.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. California: Sage Publications.
  • Miller, J. (2000). Education and the Soul: Toward a Spiritual Curriculum. New York, NY: State University of New York.
  • Milli Eğitim Bakanlığı. (2013a). Okul Öncesi Eğitim Programı [Early childhood education curriculum]. Ankara, Turkey: Milli Eğitim Basımevi. Retrieved August 28, 2015, from http://www.onceokuloncesi.com/okuloncesi_egitimprogrami.pdf.
  • Milli Eğitim Bakanlığı. (2013b). Okul Öncesi Eğitim Programı Etkinlik Kitabı [Early childhood education curriculum activity book]. Ankara, Turkey: Milli Eğitim Basımevi. Retrieved August 25, 2015, from http://anaokulu.cu.edu.tr/__/file/OOEP_2013_Etkinlik_Kitabi.pdf
  • Ng, D. T.-K., Fisher, J. W., Au, M. L., & Lo, S. K. (2020). Parental perceptions of holistic early childhood education in Hong Kong. Educational Planning, 27(1), 49-60.
  • Özdemir, S. (2014). 5-6 Yas Grubu Çocuklarin Serbest Zaman Etkinliklerindeki Oyun Ve Oyuncak Tercihlerinin İncelenmesi [Examining the games and toys choices of children aged 5 to 6 at their free time activities]. Journal of Educational Science, 2(2), 1-15.
  • Öztürk Yılmaztekin, E., & Erden, F. T. (2017). Investigating early childhood teachers’ views on science teaching practices: the integration of science with visual art in early childhood settings. Early Child Development and Care, 187(7), 1194-1207.
  • Saçkes, M. (2013). Erken çocukluk eğitiminde önem verilmesi gereken gelişimsel alanlar: anne-baba ve öğretmen önceliklerinin karşılaştırılması [Priorities for developmental areas in early childhood education: a comparison of parents’ and teachers’ priorities]. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(3), 1675-1690.
  • Sak, R., Şahin-Sak, İ. T., Öneren-Şendil, Ç., & Taşkın, N. (2020). Eğitim Paydaşlarının Okul Öncesi Eğitimin Zorunlu Olmasına İlişkin Görüşleri [Views of stakeholders’ about compulsory preschool education]. Yaşadıkça Eğitim, 34(1), 58-78.
  • Şahin, E. (2005). Okulöncesi Eğitim Öğretmen Adayları ve Öğretmenleri İçin Uygulama Kılavuzu [Implementation book for preservice and in-service early childhood teachers]. Ankara, Turkey: Anı Yayıncılık.
  • Ural, O. (2005). Okul Öncesi Eğitim ve Aile Katılımı [Parent involvement and early childhood education]. (Editör: Ayla Oktay ve Özgül Polat Unutkan). Okul Öncesi Eğitimde Güncel Konular [Current issues in early childhood education]. İstanbul: Morpa Yayınları, 373-382.
  • Yaka, Ş., Yalçin, D., & Denizli, E. (2014). Okul öncesi eğitimde verilecek öncelikli değerlere ilişkin veli görüşleri [Parents’ views on preferential values in preschool education]. Değerler Eğitimi Dergisi, 12(28), 169-192.

Learning Activities in Preschool Classrooms: Preferences of Preschool Teachers and Views of Parents

Year 2021, Volume: 8 Issue: 4, 186 - 197, 01.12.2021
https://doi.org/10.17275/per.21.85.8.4

Abstract

Early childhood teachers and their preferences are very important in order to apply a balanced curriculum in the early childhood education classroom. On the other hand, the views of parents play an important role in classroom implementations; although their views can sometimes create barriers for teachers, and sometimes teachers can be inspired by them. As a result, both teachers’ preferences and parents’ views need to be investigated in order to understand how they affect learning activities in early childhood education classrooms. With this purpose, this study aims to investigate preschool teachers’ preferences and parents’ views of learning activities applied in preschool classrooms through a case study. The study included 25 preschool teachers and 33 preschool children’s parents. Data collection took the form of semi-structured interviews held with the preschool teachers and the parents of preschool children. The results of the study revealed that the preschool teachers mostly preferred art, mathematics, and literacy activities, whilst science, drama, and body movement activities were the least implemented types of activities in the early childhood classroom. On the other hand, language, literacy and body movement activities were considered most important activities by parents. Moreover, the needs of the children, products, and processes were the first three reasons behind the teachers’ classroom activity preferences, whilst the teachers’ self-confidence in applying the activities was the least influential factor in their activity preferences.

References

  • Angelides, P., Theophanous, L., & Leigh, J. (2007). Understanding teacher-parent relationships for improving pre-primary schools in Cyprus. Educational Review, 58(3), 303-316.
  • Ayvallı, M., & Şimşek, E. E. (2020). Okul öncesi öğretmen adaylarının sınıf içi uygulamalarında yer verdikleri etkinlik türlerinin sıralama yargıları kanunuyla ölçeklenmesi [Pre-service early childhood teachers’ ranking of in-classroom activities]. Eğitim ve Yeni Yaklaşımlar Dergisi, 3(1), 1-15.
  • Bay, D. N., Bahçıvan, E., & Kalay, B. (2018). Okul öncesinde okul aile işbirliğine yönelik ailelerin ve öğretmenlerin görüşleri [Expectations of paretns and teachers for school-family collaboration at pre-school]. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 4(3), 58-82.
  • Brannon, D. (2005). Full- or half-day kindergarten: What parents pick- and why. Education Digest, 70(8), 57-62.
  • Broström, S., Sandberg, A., Johansson, I., Margetts, K., Nyland, B., Frøkjær, T.,...Vrinioti, K. (2015). Preschool teachers’ views on children’s learning: an international perspective. Early Child Development and Care, 185(5), 824-847.
  • Ceylan, R. (2019). Ebeveynlerin okul öncesi kurumu hakkındaki görüşleri: Tercih sebepleri, beklentileri ve memnuniyetleri [Parents' views about center-based child care: their preferences, expectations and satisfactions]. Elektronik Sosyal Bilimler Dergisi, 18(70), 497-517.
  • Dağlıoğlu, E. (2008). Ülkemizde okul öncesi eğitim [Early childhood education in our country]. Eğitime Bakış Dergisi, 12, 45-53.
  • Dereli, E. (2012). Okulöncesi öğretmenleri ile ilköğretim bir¬inci sınıf öğretmenlerinin ilköğretime hazırlık süreci ile ilgili görüşlerinin karşılaştırılarak incelenmesi [The views of preschool teachers and primary school teachers about primary school process of transition to primary school]. Akademik Bakış Dergisi, 30, 1-20.
  • Dockett, S., & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2(2), 171-189.
  • Ebbeck, M., Yim, H. Y. B., & Warrier, S. (2019). Early childhood teachers’ views and teaching practices in outdoor play with young children in Singapore. Early Childhood Education Journal, 47(3), 265-273.
  • Education, Audiovisual and Culture Executive Agency. (2019). Key Data on Early Childhood Education and Care in Europe – 2019 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • European Early Childhood Research Association. (2015). EECERA Ethical Code for Early Childhood Researchers. Retrieved from: https://www.eecera.org/wp-content/uploads/2016/07/EECERA-Ethical-Code.pdf
  • Gardner, D. E. M. (1969). Susan Isaacs: The First Biography. London, United Kingdom: Methuen.
  • Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238-264.
  • Güler, B. İ., & Demir, E. (2016). Okul öncesi ögretmenlerinin riskli oyunlara yönelik görüs ve algilari [Opinions and perceptions of preschool teachers towards risky play]. Ozel Egitim Dergisi, 17(2), 97-116.
  • Güven, G. (2011). Farklı eğitim modelleri kullanılarak uygulanan aile eğitim ve aile katılım programlarının okul öncesi öğretmenlerinin uygulamalarına ve ebeveynlerin görüşlerine etkisinin incelenmesi [An analysis of the effects of (family) parent education and (family) parent participation programs?, prepared in early childhood education institutions, on teachers? and parents? knowledge and ability levels] (Unpublished Doctoral dissertation). Gazi University, Ankara, Turkey.
  • Hains, A. H., Fowler, S. A., Schwartz, I. S., Kottwitz, E., & Rosenkoetter, S. (1989). A comparison of preschool and kindergarten teacher expectations for school readiness. Early Childhood Research Quarterly, 4(1), 75-88.
  • Hanley, G. P., Cammilleri, A. P., Tiger, J. H., & Ingvarsson, E. T. (2007). A method for describing preschoolers’ activity preferences. Journal of Applied Behavior Analysis, 40(4), 603-618.
  • Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary education. Asia‐Pacific Journal of Teacher Education, 36(4), 309-322.
  • Konca, A. S. (2020). Velilerin okul öncesi eğitim hakkında görüşlerinin incelenmesi [Parents’ views about early childhood education]. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(3), 892-902.
  • Lin, H. L., Lawrence, F. R., & Gorrell, J. (2003). Kindergarten teachers’ views of children’s readiness for school. Early Childhood Research Quarterly, 18(2), 225-237.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. California: Sage Publications.
  • Miller, J. (2000). Education and the Soul: Toward a Spiritual Curriculum. New York, NY: State University of New York.
  • Milli Eğitim Bakanlığı. (2013a). Okul Öncesi Eğitim Programı [Early childhood education curriculum]. Ankara, Turkey: Milli Eğitim Basımevi. Retrieved August 28, 2015, from http://www.onceokuloncesi.com/okuloncesi_egitimprogrami.pdf.
  • Milli Eğitim Bakanlığı. (2013b). Okul Öncesi Eğitim Programı Etkinlik Kitabı [Early childhood education curriculum activity book]. Ankara, Turkey: Milli Eğitim Basımevi. Retrieved August 25, 2015, from http://anaokulu.cu.edu.tr/__/file/OOEP_2013_Etkinlik_Kitabi.pdf
  • Ng, D. T.-K., Fisher, J. W., Au, M. L., & Lo, S. K. (2020). Parental perceptions of holistic early childhood education in Hong Kong. Educational Planning, 27(1), 49-60.
  • Özdemir, S. (2014). 5-6 Yas Grubu Çocuklarin Serbest Zaman Etkinliklerindeki Oyun Ve Oyuncak Tercihlerinin İncelenmesi [Examining the games and toys choices of children aged 5 to 6 at their free time activities]. Journal of Educational Science, 2(2), 1-15.
  • Öztürk Yılmaztekin, E., & Erden, F. T. (2017). Investigating early childhood teachers’ views on science teaching practices: the integration of science with visual art in early childhood settings. Early Child Development and Care, 187(7), 1194-1207.
  • Saçkes, M. (2013). Erken çocukluk eğitiminde önem verilmesi gereken gelişimsel alanlar: anne-baba ve öğretmen önceliklerinin karşılaştırılması [Priorities for developmental areas in early childhood education: a comparison of parents’ and teachers’ priorities]. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(3), 1675-1690.
  • Sak, R., Şahin-Sak, İ. T., Öneren-Şendil, Ç., & Taşkın, N. (2020). Eğitim Paydaşlarının Okul Öncesi Eğitimin Zorunlu Olmasına İlişkin Görüşleri [Views of stakeholders’ about compulsory preschool education]. Yaşadıkça Eğitim, 34(1), 58-78.
  • Şahin, E. (2005). Okulöncesi Eğitim Öğretmen Adayları ve Öğretmenleri İçin Uygulama Kılavuzu [Implementation book for preservice and in-service early childhood teachers]. Ankara, Turkey: Anı Yayıncılık.
  • Ural, O. (2005). Okul Öncesi Eğitim ve Aile Katılımı [Parent involvement and early childhood education]. (Editör: Ayla Oktay ve Özgül Polat Unutkan). Okul Öncesi Eğitimde Güncel Konular [Current issues in early childhood education]. İstanbul: Morpa Yayınları, 373-382.
  • Yaka, Ş., Yalçin, D., & Denizli, E. (2014). Okul öncesi eğitimde verilecek öncelikli değerlere ilişkin veli görüşleri [Parents’ views on preferential values in preschool education]. Değerler Eğitimi Dergisi, 12(28), 169-192.
There are 33 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ahmet Sami Konca 0000-0002-6423-6608

Seden Demirtaş İlhan 0000-0003-2447-8482

Publication Date December 1, 2021
Acceptance Date March 25, 2021
Published in Issue Year 2021 Volume: 8 Issue: 4

Cite

APA Konca, A. S., & Demirtaş İlhan, S. (2021). Learning Activities in Preschool Classrooms: Preferences of Preschool Teachers and Views of Parents. Participatory Educational Research, 8(4), 186-197. https://doi.org/10.17275/per.21.85.8.4