Understanding Preschool Stakeholders' Beliefs about Early Developmental Skills: A Q-Method Study
Abstract
Early childhood education and developmental skills have become key focuses in many countries' educational policies. Specifically, early developmental skills are a central concern for stakeholders in preschool education, including parents, teachers, and school administrators. In this regard, this study aimed to investigate the extent of consensus and dissensus among key stakeholders in preschool education regarding the importance of early developmental skills. To this end, data were collected from parents (n=23), teachers (n=22), and school administrators (n=20) and subjected to analysis. Utilizing Q-methodology, the study identifies various belief patterns about cognitive, social-emotional, self-care, and motor skills among these groups. Findings reveal significant consensus on the unimportance of certain academic skills such as reading/writing awareness and counting, as well as skills related to technology use in daily life, and art and aesthetics. However, notable dissensus also exists, particularly in the perceived importance of social-emotional, cognitive, and motor skills. These findings underscore the necessity for educational policies to accommodate these varying priorities and suggest the importance of professional development initiatives to align these perspectives. In this context, educational programs should consider incorporating a balanced approach that addresses the needs and values of parents, teachers, and school administrators. Professional development opportunities for teachers could focus on aligning perspectives across groups, ensuring that teachers and school administrators are well-equipped to support children's development across a range of domains, including the often-undervalued areas.
Keywords
Preschool education, early childhood, early developmental skills, Q-methodology
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