Preschool teachers’ practices to support children’s social development.

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dc.contributor.author Öngören, Sema
dc.date.accessioned 2022-06-23T07:18:42Z
dc.date.available 2022-06-23T07:18:42Z
dc.date.issued 2022
dc.identifier.citation Öngören, S. (2022). Preschool Teachers’ Practices to Support Children’s Social Development. International Journal of Progressive Education, 18(2), 1-17. tr_TR
dc.identifier.uri http://hdl.handle.net/20.500.11787/7322
dc.description.abstract The aim of this study was to examine practices of teachers to support the social relations of children with their families, peers, teachers and institution personnel in the preschool period. This research was conducted with a phenomenological design, one of the qualitative research methods. The participants of the study were 24 pre-school teachers working in public schools. The study group of the study was determined by the criterion sampling method, one of the purposeful sampling methods. The research was carried out by interview method and the data were collected using a semi-structured interview form consisting of two parts. In the first part of the interview form, there are questions about the participants' age, professional experience, educational level and type of institution they work in, and the second part includes questions about the practices of the participants to support children's social relations with their families, peers, teachers and institution staff. Content analysis method was used in data analysis. As a result of the research, it was revealed that the family was involved in educational activities to support children's relationships with their families, various activities were carried out in and out of the classroom to support children's peer relationships, and practices were made to increase teacher-child interaction to support children's relationships with their teachers. It was determined that in order to support the relations of the children with the staff, practices for communicating with them are also carried out. tr_TR
dc.language.iso eng tr_TR
dc.publisher International Journal of Progressive Education tr_TR
dc.relation.isversionof 10.29329/ijpe.2022.431.1 tr_TR
dc.rights info:eu-repo/semantics/openAccess tr_TR
dc.subject Early childhood tr_TR
dc.subject Family tr_TR
dc.subject Peer tr_TR
dc.subject Social competence tr_TR
dc.subject Social relationship tr_TR
dc.subject Social skills tr_TR
dc.subject Teacher tr_TR
dc.title Preschool teachers’ practices to support children’s social development. tr_TR
dc.type article tr_TR
dc.relation.journal International Journal of Progressive Education tr_TR
dc.contributor.department Nevşehir Hacı Bektaş Veli Üniversitesi/eğitim fakültesi/temel eğitim bölümü/okul öncesi eğitimi anabilim dalı tr_TR
dc.contributor.authorID 0000-0002-6034-1400 tr_TR
dc.contributor.authorID 120775 tr_TR
dc.identifier.volume 18 tr_TR
dc.identifier.issue 2 tr_TR
dc.identifier.startpage 1 tr_TR
dc.identifier.endpage 17 tr_TR


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