Velilerin Okul Öncesi Eğitim Hakkında Görüşlerinin İncelenmesi

Konca, Ahmet Sami

doi:10.31592/aeusbed.804853

Cited by 7 publications

(7 citation statements)

References 11 publications

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“…On the other hand, Bay, Bahçıvan, and Kalay (2018) underlined parents' demands for more social activities. Various studies also reported how parents emphasized activities that included peer interaction supporting social skills as positive outcomes of early childhood education (Konca, 2020;Sak, Şahin-Sak, Öneren-Şendil, & Taşkın, 2020). In a parallel manner, Ceylan (2019) underlined that social activities that schools offer can even influence parents' choice of school.…”

Section: Discussionmentioning

confidence: 99%

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

Konca

İlhan

2021

Participatory Educational Research

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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.

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Section: Discussionmentioning

confidence: 99%

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

Konca

İlhan

2021

Participatory Educational Research

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“…"Eğitim ortamının materyal yönünden zengin, aktif katılımın sağlandığı ve çocuk merkezli olmasıdır" (Konca, 2020).…”

Section: Yöntem Araştırmanın Modeliunclassified

Veli̇leri̇n Okuldan Ve Öğretmenlerden Beklenti̇leri̇

Arslan,

Aslanargun

2024

Educational Academic Research

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Araştırmanın amacı öğrencileri ilkokula devam eden öğrenci velilerinin okuldan ve öğretmenden beklentilerini incelemektir. Araştırma nitel araştırma yöntemlerine uygun olarak doküman analizi modeli ile yürütülmüştür. Araştırmanın veri kaynağını 1999-2021 yılları arasında “Velilerin okuldan ve öğretmenlerden beklentileri” yönünde Google Akademik, Ulakbim, ve Dergipark’ta yayınlanmış 50 makaleden oluşturmaktadır. Araştırma konusuyla alakalı materyallere ve bilgilere erişilerek alan taraması gerçekleştirilmiştir. Araştırmada velilerin okuldan beklentileri, velilerin öğretmenlerden beklentileri ve okul aile işbirliği içerikli dokümanlar seçilerek incelenmiş ve analiz edilmiştir. Velilerin okuldan beklentilerine yönelik olarak işbirliği ve etkili iletişim, akademik başarı, okulun öğrenciler için sunmuş olduğu imkânlar, okulda yapılan sosyal faaliyetler, öğrencileri hayata hazırlama kural ve davranışları öğrenme, milli değerlerine ve dini inanışlarına uygun eğitim verilmesi yönünde veli beklentilerinin olduğu görülmektedir. Velilerin öğretmenlerden beklentileri ayrımcılık yapmama, öğrencilere rehberlik yapma, doğru örneklik gösterme, öğretmenlerin kendini geliştirmesi ve etkili öğretim yöntemlerini kullanma yönünde beklentileri olduğu görülmektedir. Eğitimin en temel paydaşı olan veliler okul ile etkili bir işbirliği beklentisi içerisinde olduklarını yüksek oranda dile getirmektedir. Akademik çalışma bulguları velilerle etkili işbirliği noktasında ciddi eksiklikler olduğunu göstermektedir.

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“…For this reason, the age range of early childhood education will be given as 0-6 years in this article. "Early childhood education" is defined as "all kinds of educational activities that enable the development of children between the ages of 0-6 and are carried out in a systematic and planned manner, for most parents, where their children share responsibilities with a non-family member for the first time, and where parents encounter experiences they have never had before" (Gullo & Hughes, 2011;Konca, 2020;Topaç et al, 2012). Early childhood education aims to support the mental, physical, social, and emotional development of children and to enable them to acquire good habits, create a common growing area for children from unfavorable environmental and family conditions, and prepare them for primary school (Milli Eğitim Kanunu, 2013).…”

Section: Early Childhood Educationmentioning

confidence: 99%

Investigation of the Reflections of the Pandemic Process on Early Childhood Education by Taking the Opinions of Teachers and Parents

YAZICI

YÜKSEL

2022

IJPES

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The COVID-19 pandemic, which continues to be effective today, disrupted our daily lives in many areas and caused some changes. Along with the pandemic process, social life, daily activities and working life, as well as education and training life, were also affected and many countries have switched from face to face education to distance education. In our country, early childhood education started face to face in the 2020-2021 academic year, but online education has been started since the middle of the fall semester. Even though face to face education started in the second semester, parents who did not want to send had a claim not to send their children to school even if they are registered. In this study, it is aimed to present the reflections of the pandemic process on early childhood education, its reflections on teachers and parents, and its effects on the developmental areas of children in this period, in comparison with the views of teachers and parents. The case study, which is one of the qualitative research methods, has been used in the research. The study group of the research consists of 11 parents and six teachers. Demographic information form and interview questions have been used as data collection tools in the research. The obtained data had been analyzed by content analysis method.

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Velilerin Okul Öncesi Eğitim Hakkında Görüşlerinin İncelenmesi

Cited by 7 publications

References 11 publications

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

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

Veli̇leri̇n Okuldan Ve Öğretmenlerden Beklenti̇leri̇

Investigation of the Reflections of the Pandemic Process on Early Childhood Education by Taking the Opinions of Teachers and Parents

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