Views of Kindergarten and First-Grade Teachers on School Readiness

Erkan, Nefise Semra; Elkin, Nurten; Kavgaoğlu, Derya; Dörterler, Sümeyye Ocal; Kerigan, Buse

doi:10.46303/tpicd.2021.2

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…Yet, culture is considered the most misunderstood in the education construct (Lundy et al, 2024;Trimble, 2007Trimble, , 2020Wolf & Avornyo, 2023). Erkan et al (2021), referring to Alexander and Entwisle's school transition model, identify familial ties and culture as non-academic factors in early childhood development. Culture, then, is dynamic and ever-evolving and reflects the interactions and exchanges between groups and societies (Alves & Vidal, 2023;González et al, 2024).…”

Section: Theoretical Framework Of Socioculturalismmentioning

confidence: 99%

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

2024

JCSD

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The present scoping review examines the significance of sociocultural perspectives in early childhood education (ECE), exploring implications for practice, policy, and research. Rooted in the work of Lev Vygotsky, sociocultural theory provides a framework for understanding the complex interactions between children and their social environments and considering cultural contexts. The significance of sociocultural perspectives in early childhood education cannot be overstated, directly impacting the inclusivity and effectiveness of educational practices, recognizing that each child's learning is deeply influenced by their cultural background, which shapes their experiences and interactions. Additionally, as societies become increasingly multicultural, the ability to incorporate and respect different cultural values within educational settings is crucial for fostering mutual respect and understanding among young learners. The review explores key concepts such as social interaction, language development, and the Zone of Proximal Development (ZPD), highlighting their role in shaping children's learning and development. Furthermore, it discusses the challenges and considerations in implementing sociocultural approaches, including addressing cultural biases, balancing individual and collective learning needs, and overcoming limited resources and institutional barriers. The review also accentuates the importance of integrating sociocultural approaches into ECE curricula, promoting Culturally Responsive Teaching (CRT) practices, and building partnerships with families and communities. Future research directions include exploring innovative approaches to sociocultural practices, examining the long-term impacts of sociocultural interventions, and addressing gaps in existing literature. Overall, sociocultural perspectives in ECE can create more equitable and inclusive learning environments, empowering all children to thrive and reach their fullest potential.

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Section: Theoretical Framework Of Socioculturalismmentioning

confidence: 99%

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

2024

JCSD

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“…Yet, in doing so, their emphasis tends to examine the interactions at the micro or meso levels and avoids questioning or challenging those in charge at the macro level of policy (e.g., Ansari et al, 2021). Much of this literature offers a powerful argument for advocates to share with policymakers in making the case for the expansion of early education services (e.g., Erkan et al, 2021), which is an odd patchwork system across the United States. However, such work does not question why those in power fail to provide such services, or how the patchwork itself creates the crises needed for private capital to create new markets for wealth accumulation (C. P. Brown et al, 2021b).…”

Section: The Dominant Political and Empirical Framing Of School Readi...mentioning

confidence: 99%

Policy Justice Through Critical Qualitative Inquiry: Examining the Issue of School Readiness

Brown

2023

Qualitative Inquiry

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Globally, policymakers, researchers, and educational advocates continue to promote normative neoliberal policies that frame the issue of school readiness through financial terms. Such an interpretation appears to require quantitative research to participate in policy and research conversations around this issue. In this article, I seek to disrupt this policy logic by examining how critical qualitative policy research can study the issue of school readiness and generate policy knowledge to address this complex issue. I also discuss how critical qualitative policy researchers can continue to produce useful knowledge and tangible policies through their work to change the current neoliberal policy world.

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“…Several researchers have asserted that schools must provide students the knowledge and skills needed for success in the more and more interconnected world (Erkan, Elkin, Kavgaoglu, Ocal Dorterler, & Kerigan, 2021; Hanvey, 1975; Kilinc & Korkmaz, 2015; UNESCO, 2014; Van Overschelde & Piatt, 2020). Schools should encourage students to understand global and intercultural issues, to interact with peers and others, to act creatively and collaboratively, to promote civic engagement.…”

Section: Introductionmentioning

confidence: 99%

Predicting High School Students’ Global Civic Engagement: A Multiple Regression Analysis

Tarman

Kilinc²

2023

The Journal of Social Studies Research

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The world is getting increasingly interconnected. For this reason, schools should apply strategies to develop students’ civic skills and global civic engagement. The purpose of this paper is to examine the influence of multicultural exposure, multicultural interaction, social media usage, and study abroad experience on global civic engagement. The correlational survey model was applied for the study. The participants were selected through cluster random sampling during the 2018-2019 academic year. This study was implemented with 425 high school students who attend private schools. The authors used Global Citizenship Scale (Morais & Ogden, 2011) and Multicultural Experience Assessment (Aytug, Kern, & Dilchert, 2018). The findings showed that multicultural exposure, multicultural interaction, and social media usage were positively correlated to global civic engagement. In addition, multicultural exposure, multicultural interaction, social media usage, and study abroad experience significantly predicted global civic engagement.

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Views of Kindergarten and First-Grade Teachers on School Readiness

Cited by 6 publications

References 8 publications

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

Policy Justice Through Critical Qualitative Inquiry: Examining the Issue of School Readiness

Predicting High School Students’ Global Civic Engagement: A Multiple Regression Analysis

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