Okul Öncesi Eğitim Kurumlarına Devam Eden Mülteci Öğrencilerin Sınıf Ortamında Karşılaştıkları Sorunlara İlişkin Öğretmen Görüşleri

Avcı, Fatma

doi:10.35207/later.537817

Cited by 19 publications

(7 citation statements)

References 17 publications

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“…In two different studies with the pre-school students, similar results were found. It was concluded that the level of the Syrian children to know Turkish played an important role in adapting to school, learning class rules, communicating easily with others and feeling secure (Yanık-Özger and Akansel, 2019;Avcı, 2019). It has been emphasized that in all similar studies, the most fundamental issue is language problem (Çerçi and Canalıcı, 2019;Küçüksüleymanoğlu, 2018;ġahin and ġener, 2019).…”

Section: Resultsmentioning

confidence: 99%

The problems that Syrian refugee children, class teachers and Turkish children face in the school environment from the standpoint of trainee teachers

Ã–zmen¹

2020

Educ. Res. Rev.

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The aim of this study is to indicate the problems that Syrian refugee children, class teachers and Turkish children face in their school environment. The data of this study were realized via case study design which is one of the qualitative investigative designs. Interviews were carried out using the observation notes of the prospective teachers as well as their semi-structured discussion forms. As a result of the content analysis of data obtained from the research, it was seen that the most significant problem faced by the study participants was "language problem". In connection with the language problem, it was seen that factors such as adaptation, communication, and pedagogic condition, social and emotional development influenced them negatively. As the Syrian students do not know Turkish and they are taught with the traditional methods, they do not benefit from the teaching activities and they get bored in classes. While this situation causes behavioral problems in the classroom, the teachers spend more time with the Syrian students. This makes them to fall behind and not to finish the curriculum in time. It is recommended classroom teachers should receive training on how to teach in a multicultural classroom, language courses should be opened, designated based on their age and knowledge of Turkish to solve the language problem of Syrian children and adults and classroom teachers should receive "Teaching Turkish as a Foreign Language" education.

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Section: Resultsmentioning

confidence: 99%

The problems that Syrian refugee children, class teachers and Turkish children face in the school environment from the standpoint of trainee teachers

Ã–zmen¹

2020

Educ. Res. Rev.

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“…The fact that parents and teachers have different cultural backgrounds in terms of language, religion, national value and country can also cause them to be reluctant to efficiently communicate (Sohn & Wang, 2006). In addition, language problems experienced by children cause them to be unable to communicate with their peers and not participate in classroom activities, which leads to behavior and adaptation problems (Avcı, 2019). The negative attitude and behavior exhibited by refugee families also affects children's adaptation processes to school.…”

Section: Discussionmentioning

confidence: 99%

“…In this context, the practices of teachers regarding the adaptation of refugee children to school are important. Previous studies on refugee preschool children have focused on adaptation to school and psychological state (Bozkurt Polat, Özbey, Türkmen, & Köyceğiz Gözeler, 2020;Karaman & Bulut, 2018;Karoly & Gonzalez, 2011;Kiremit, Akpınar, & Tüfekçi, 2018;Kirova, 2010;Lunneblad, 2017;Marsh, 2017;Neitzel et al, 2019;Thommessen & Todd, 2018;Yalçın & Simsar, 2020), peer culture (Yanık Özger & Akansel, 2019), difficulties faced in the process (Avcı, 2019;Aydın & Kurtulmuş, 2018;Mercan Uzun & Bütün, 2016) and family dimension (Dağlar et al, 2011;Sohn & Wang, 2006). However, there is no holistic study in the literature which focuses on the practices of preschool teachers for the adaptation process of refugee children to school, the problems faced by teachers and their strategies to solve these problems, and their recommendations for a better adaptation process of refugee children.…”

Section: Introductionmentioning

confidence: 99%

An Examination of Adaptation Processes of Refugee Children to Preschool in Turkey

GUNDOGDU¹,

YILDIZ²

2022

IOJES

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The present study aims to examine the adaptation processes of refugee children to preschool in Turkey. The study was conducted with a qualitative study design. The study group consisted of 22 preschool teachers selected by criterion sampling method. All of the teachers who participated in the study were female. Data were collected with an interview form consisting of semi-structured questions. The researchers collected data by conducting face-to-face interviews with the participants.The data were analyzed by both researchers using content analysis, a data analysis method used in qualitative research. The findings of the study showed that, regarding the adaptation of refugee children to school, preschool teachers used the strategies of providing individual attention, using activities and increasing their interaction with Turkish children. In this process, teachers experienced various difficulties with families and children. Among the most important of these were language and communication problems. Teachers preferred to talk to stakeholders and provide individual attention to children in order to solve the problems. Teachers made suggestions regarding language teaching and adaptation in order to facilitate the adaptation process of refugee children to school.

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“…Çokkültürlü ve çok dilli bir eğitim ortamında görev yapan öğretmenlerin hem planlama hem de uygulama süreçlerinde yansıtıcı ve kapsayıcı olabilmek için daha çok çaba göstermesi gerekecektir. Yapılan bazı çalışmalar, sığınmacı çocukların farklı bir dili konuşmaktan kaynaklı çok ciddi sorunlarla baş etmek zorunda kalabildiklerini göstermiştir (Aksakal, 2017;Avcı, 2019;Aykut, 2019;Esen, 2020). Sığınılan ülkenin dilini iyi konuşamayan ve o dilde iletişim kurmakta zorluk çeken çocuklar, yerli akranları tarafından daha yüksek oranda dışlanma riski ile karşı karşıya kalırlar (Gencer, 2017).…”

Section: Introductionunclassified

“…Sığınılan ülkenin dilini iyi konuşamayan ve o dilde iletişim kurmakta zorluk çeken çocuklar, yerli akranları tarafından daha yüksek oranda dışlanma riski ile karşı karşıya kalırlar (Gencer, 2017). Çokkültürlü çocuklarla çalışan öğretmenlerin eğitsel ve iletişimsel açıdan zorlandıkları bilinmektedir (Avcı, 2019;De Beer, 2019;Eroğlu ve Gülcan, 2016). Sığınmacı ailelerin eğitime yeterince katılım göstermekte engellerle karşılaşması, öğretmenin süreç içindeki çabasının yetersiz kalmasına neden olmakta ve öğretmenlerde yetersizlik duygusu oluşturabilmektedir (Aykırı, 2017;Gencer, 2017;Kardeş ve Akman, 2018;Karuppiah, 2004;Şimşir ve Dilmaç, 2018;Vinagre, 2019;Youn, 2016).…”

Section: Introductionunclassified

Experiences of Preschool Teachers Working with Refugee Children: A Multicultural Perspective

TANIŞ>

Özgün

2022

Ege Eğitim Dergisi

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Working in a classroom with children who have grown up in different living conditions and have different cultural codes and experiences brings along various experiences (opportunities or difficulties) for teachers. It is known that the difficulties faced by teachers who have refugee children in their classrooms are relatively higher than their colleagues. Since the refugees who have been seeking refuge in Turkey usually prefer to settle in border provinces, it has become a necessity to understand the experiences of teachers working in this region. Therefore, this research aims to examine the experiences of preschool teachers who have refugee children in their classrooms in the context of multiculturalism. The study was prepared in a phenomenological research design, which is one of the qualitative research methods, and a semi-structured interview form prepared by the researcher was used as a data collection tool. The study group of the research is 17 preschool teachers who work in Gaziantep and have refugee children in their class. Content analysis was used in data analysis and the results were interpreted. Results revealed that experiences of the participant teachers were gathered under the headings of adaptation, communication, educational situation and needs-problem clusters. Overall, all the teachers who participated in the study had difficulties in the adaptation period of the refugee children, could not communicate with themselves and experienced inadequacy.

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Okul Öncesi Eğitim Kurumlarına Devam Eden Mülteci Öğrencilerin Sınıf Ortamında Karşılaştıkları Sorunlara İlişkin Öğretmen Görüşleri

Cited by 19 publications

References 17 publications

The problems that Syrian refugee children, class teachers and Turkish children face in the school environment from the standpoint of trainee teachers

The problems that Syrian refugee children, class teachers and Turkish children face in the school environment from the standpoint of trainee teachers

An Examination of Adaptation Processes of Refugee Children to Preschool in Turkey

Experiences of Preschool Teachers Working with Refugee Children: A Multicultural Perspective

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