“From Blossoming to Blooming”: A Proposal for a Collective Learning and Development Model for Individuals Working with Infants and Toddlers

Yıl 2024, , 474 - 483, 31.07.2024

Pinar Ayyıldız

https://doi.org/10.24106/kefdergi.1525380

Öz

Purpose: This study intends to propose a novel model for Türkiye for individuals working with infants/toddlers, a country in which nearly two million of students continuing pre-primary education exist and where there are more than half a million refugee children from 0-5 years of age, who are of Syrian origin merely.
Design/Methodology/Approach: In fact, Türkiye, as a developing country, owns a highly dynamic and challenging territory for policy makers, educators, decision making bodies, agencies, and non-governmental organizations (NGOs), which urges the said parties to act together for the ‘best interests of the child’. This research then attempts to offer a model for student teachers and NGOs to work collaboratively particularly in times of crises.
Findings: These student teachers involve high school students studying child development and university students e.g., of Preschool Education programs. The model seeks to empower student teachers to support each other through a mentoring program addressing: i.the practicum of culturally sensitive teaching, ii.inclusive and socially just praxis, iii.emotionally demanding work.
Highlights: NGOs will help the mentoring program to reach out marginalized communities, namely, infants and toddlers a)in adult prisons, b)‘on the streets’, c)in seasonal farm workers’ camps, d)in hospitals, e)in special education and rehabilitation centers. It is believed the proposed model can shed light to prospective initiatives to emerge and also strengthen the critical transition from initial professional studies to early childhood professions.

Anahtar Kelimeler

Disadvantaged groups aged 0-5, Mentoring practices, Social cohesion, Intervention levels, Natural disasters

Kaynakça

• Amri, A., Haynes, K., Bird, D.K., & Ronan, K. (2018). Bridging the divide between studies on disaster risk reduction education and child-centred disaster risk reduction: A critical review. Children’s Geogr, 16(3), 239–251. https://doi.org/10.1080/14733285.2017.1358448
• Ayyıldız, P., & Yılmaz, A. (2023a). Effective school management: Leadership capacity of the school principal. D. Outhwaite & C.A. Simon (Edts.). In Leadership and Management for Education Studies: Introducing Key Concepts of Theory and Practice (pp.46-58). Routledge. https://doi.org/10.4324/9781003321439
• Ayyıldız, P. & Yılmaz, A. (2023b). A New Chapter is Being Written About Writing Instruction: Instructional Leadership at K-12 Levels in The Age of Artificial Intelligence (AI). Educational Policy Analysis and Strategic Research, 18(4), 82-101. https://doi.org/10.29329/epasr.2023.631.4
• Ayyıldız, P., & Yılmaz, A. (2024). ‘Quality’ Service to Society? Continuing Education and Training Centers in Universities: Insider Views. Bayburt Eğitim Fakültesi Dergisi, 19(41), 1635-1649. https://doi.org/10.35675/befdergi.1384307
• Baldschun, A., Hämäläinen, J., Töttö, P., Rantonen, O., & Salo, P. (2019). Job-strain and well-being among Finnish social workers: Exploring the differences in occupational well-being between child protection social workers and social workers without duties in child protection. European Journal of Social Work, 22(1), 43-58.
• Breivik, A.L., & Costa-Ram´on, A. (2022). The career costs of children’s health shocks. University of Zurich, Department of Economics, Working Paper No.399, 1-61. https://doi.org/10.5167/uzh-208988
• Carvalho, A.R., & Santos, C. (2022). Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program. Computers and Education Open, 3, 1-19. https://doi.org/10.1016/j.caeo.2021.100070
• Connolly, M., & Katz, I. (2019). Typologies of child protection systems: An international approach. Child abuse review, 28(5), 381-94.
• Currie, J., & Almond, D. (2011). Human capital development before age five. In: Handbook of Labor Economics, 4. Elsevier, pp. 1315–1486. https://doi.org/10.1016/S0169-7218(11)02413-0
• Çeviker, A., Mumcu, H.E., Şekeroğlu, M.Ö., & Bayrak, M. (2018). UNICEF said that disadvantaged groups in Turkey are socially adapting to sporting activities. Journal of Social Sciences Institute, 22, 221-238.
• Dagan, S.W., Ben-Porat, A., & Itzhaky, H. (2016). Child protection workers dealing with child abuse: The contribution of personal, social and organizational resources to secondary traumatization. Child Abuse & Neglect, 51, 203-211.
• Danquah, M., & Ouattara, B. (2023). Aid and social cohesion. The Quarterly Review of Economics and Finance, 87, 118-131. https://doi.org/10.1016/j.qref.2022.11.008.
• Flick, U. (2009). An introduction to qualitative research (Fourth Edition). Sage Publications.
• Fothergill, A., 2017. Children, youth, and disaster. Natural Hazard Science. Oxford University Press, Oxford. https://doi.org/10.1093/acrefore/9780199389407.013.23
• Gewirtz-Meydan, A. (2020). The relationship between child sexual abuse, self-concept and psychopathology: The moderating role of social support and perceived parental quality. Children and Youth Services Review, 113, 1-9. https://doi.org/10.1016/j.childyouth.2020.104938
• Griffiths, A., Royse, D., Culver, K., Piescher, K., & Zhang, Y. (2017). Who stays, who goes, who knows? A state-wide survey of child welfare workers. Children and Youth Services Review, 77, 110-117.
• İzci, F., & Ünveren, G. (2017). Travma sonrası stres bozukluğunda bilişsel davranışçı terapi ve göz hareketleri ile duyarsızlaştırma ve yeniden işleme. Bilişsel Davranışçı Psikoterapi ve Araştırmalar Dergisi, 6(1), 31-38.
• Janson, S. (2018). Epidemiological studies of child maltreatment: Difficulties and possibiliti¬es. In Pediatric Epidemiology, 21, 16-29.
• Johnson, V.A., Ronan, K.R., Johnston, D.M., & Peace, R. (2014). Evaluations of disaster education programs for children: A methodological review. Int. J. Disaster Risk Reduct. 9, 107–123. https://doi.org/10.1016/j.ijdrr.2014.04.001
• Kodal, A., Fjermestad, K., Bjelland, I., Gjestad, R., Öst, L.G., Bjaastad, J.F., Haugland, B.S.M., Havik, O.E., Heiervang, E., & Wergeland, G.J. (2018). Long-term effectiveness of cognitive behavioral therapy for youth with anxiety disorders. J Anxiety Disord, 53, 58-67.
• Krippendorff, K. (2004). Content analysis an introduction to its methodology (Second edition). Sage Publications.
• Marshall, C., & Rossman, G. B. (2006). Designing qualitative research (Fourth edition). Sage Publications.
• Murphy, K.S., & Olsen, M.D. (2008). Chapter 12 - Strategic human resource management: high performance people system as core competencies. Handbook of Hospitality Strategic Management, 267-299. https://doi.org/10.1016/B978-0-08-045079-7.00012-0
• Newman, M., & Leochico, C.F.D. (2022). Promoting disaster preparedness for children with special healthcare needs: A scoping review. The Journal of Climate Change and Health, 8, 1-8. https://doi.org/10.1016/j.joclim.2022.100145
• UNICEF (2018). https://unicef.org.tr Retrieved Date: 22.02.2023
• UNISDR (2015). Sendai framework for disaster risk reduction 2015 – 2030. UNISDR, Geneva.
• URL-1 (2023). https://www.csb.gov.tr/bakan-kurum-deprem-nufus-itibariyla-13-5-milyon-vatandasimizi-etkiledi-bakanlik-faaliyetleri-37415) Retrieved Date: 15.02.2023.
• URL-2 (2023). https://www.sahsiyetdanismanlik.com/post/dezavantajl%C4%B1-%C3%A7ocuk-nedir). Retrieved Date: 17.02.2023
• Yu, Y., Xu, J., Huo, B., Zhang, J.Z., & Cao, Y. (2023). The impact of supply chain social responsibility on sustainable performance. Journal of Cleaner Production, 385, 1-19. https://doi.org/10.1016/j.jclepro.2022.135666
• Zhou, W., & Wang, S. (2023). Early childhood health shocks, classroom environment, and social-emotional outcomes. Journal of Health Economics, 87, 1-15. https://doi.org/10.1016/j.jhealeco.2022.102698