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2017 •
simge Yılmaz-Uysal
The current research investigates mothers' (N=20) landscape preferences for their 5-year old children in terms of outdoor setting type (water, park, open field/grassy area, forest), levels of human influence (natural/maintained) and their reasons for choosing those preferences. Researchers asserted that parents are significant mediators of children access to play and play environments (Veitch, Salmon, & Ball, 2007) since children's use of the environment depend on their parents' willingness and time to take them to such places (Brusson, Olsen, Pike, & Sleet 2012, Skar, Gundersen, & O'Brien, 2016). Therefore, it is important to investigate parents' place preferences for their children's play (Evans, 2000). . The criterion of selecting the schools as settings was related to the levels of naturalness in their outdoor environments. As a research instrument, mothers' 239 landscape preferences questionnaire was used. Before the data collection, ethical permissi...
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Young children’s social cooperation behaviors while using ICT: a case study
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Feyza Erden
This research focuses on children's social cooperation behaviours during active or passive use of digital technologies. Young children’s behaviours and social interactions around technology have been widely investigated by the researchers (Charissi & Rinta, 2014; Gomet et al., 2013; Heft & Swaminathan, 2002; Lim, 2012). Considering the importance of cooperation in ECE, it is important to investigate and support children's social cooperation behaviours during active or passive use of ICT. The term of active and passive use of ICT has emerged as ICT become more widespread (Calvert, 2015). In addition, social cooperation is defined as two or more individuals working together with a common goal. This qualitative study is designed as a case study. An observation form is constructed and used within the framework Social Cooperation sub-dimension of Merrell's PKBS. Six family visits was conducted to a 5-years child's home. Voluntariness of the family and confidentiality of t...
Socio-dramatic play and child development
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30th EECERA Annual Conference: Democratic Early Childhood Pedagogies Abstract Book
Preliminary study of preschool environments in Istanbul with different education approaches: Reggio Emilia, Waldorf and Montessori
2021 •
Ayça Büyükçınar
This preliminary study aims to collect data to expand the scope of an ongoing doctoral dissertation study on early childhood education and care (ECEC) settings where child centered preschool education approaches; namely Reggio Emilia, Waldorf and Montessori applied at kindergartens in Istanbul. Research has shown that the need for more empirical study on the characteristics of early childhood (Gallacher, 2016) and the design of early childhood educational environments is underlined as children’s educational environments play an essential role in children’s development (Knauf, 2018). Theories of young children’s spaces highlight young children’s efficient role in responding and forming the spaces around them (Gallacher, 2016), so bearing this in mind for further research it is planned to collaborate with children as research partners. This qualitative research involved semi-structured interviews with teachers and school managers, observations and photograph shootings. Qualitative data were analyzed with content analysis techniques. Interview request and letter of intent were sent to kindergartens via e-mail. The contact information of these schools were sourced from their official websites. Informed consent form was provided to all participants and ‘Interviewee Number’ have been used for their names. The answers of the interviewees, observations and literature review have been inferred within the driven data and the concepts are coded. Preliminary findings are analyzed with a control list in relation with coded concepts for kindergarten approaches. The findings may broaden the understanding on designed environments of different early childhood educational pedagogies in terms of ‘experience, play, art, communication, nature, education, educational environments and individuality’.
29 th EECERA ANNUAL CONFERENCE
Early childhood practicum as a place for transformation of early childhood students' conceptions of teaching and learning
2019 •
Tijana Borovac
The aim of this study is to explore experiences of early childhood teacher students during their early practicum in kindergarten, how they reflect and describe children's learning through their documentation. Previous studies showed that working with children in early years' practicum, creates opportunities for early childhood student to re-think their existing beliefs about children ways of thinking and learning (Recchia, Shin,2010), particularly if they were based on documentation. Rinaldi (2006) emphasises that for the teacher, being able to reflect on how the learning is proceeding means that teacher can base his teaching not on what he wants to teach, but on what the child wants to learn. The theoretical framework of the study is socio-cultural with reference to Dewey, Vygotsky and Rogoff. The design of the study was qualitative case study in nature, involving 25 students. The data were collected through pre and post focus group interviews, document analysis of their documentation and reflections about their documentation experience. An informed consent has been obtained from all students to provide confidentiality. Early practicum provided a unique context for challenging some previously held notions concerning early childhood teaching and learning as the students encountered. When student teacher sees their role as learning alongside the children, their actions and documentation is very different than when they are thinking of their self as a conveyer of information, mediators of conflicts. Implications for future research and practice for early childhood teacher preparation programs are discussed particularly on basis of pedagogical documentation.
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Preservice Teachers' Beliefs about Early Childhood Environmental Education: A Questionnaire Development
2012 •
Refika Olgan
