Preschool Teachers' Opinions about Disaster Education in the Preschool Period

Abstract

This qualitative study aims to gather preschool teachers’ opinions about disaster education given in the preschool period. The phenomenological approach was used in the study to describe and explain the experiences related to a particular phenomenon and situation in detail. The research study group consisted of 76 preschool teachers selected through criterion and maximum diversity sampling methods. The data collection tools utilized in this study include a semi-structured "Interview Form" consisting of open-ended questions and a "Personal Information Form." The descriptive analysis technique, one of the qualitative data analysis methods, was used to analyze the data obtained from the interview form. According to the research results, most preschool teachers think disaster education is necessary for the preschool period and emphasize that they aim for children to know the types of natural disasters through disaster education. The basic concepts that should be taught to children about disasters are "danger", "precaution", "risk",and "damage." Preschool teachers generally stated that "earthquake" was the most common disaster and "avalanche" was the least common disaster mentioned in disaster education. Most of the teachers indicated that they regularly incorporate "game" activities in disaster education and the education provided should be appropriate for the children's age. Preschool teachers stated the benefits of disaster education for children as "being prepared for emergencies", "gaining life skills" and "raising awareness." Most preschool teachers agree that effective disaster education should give children "the necessary knowledge and abilities to get ready for and manage disasters".

Keywords

• Disaster education
• disaster awareness
• preschool education
• preschool teacher
• phenomenology design

References

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