Preschool Teachers' Practices to Support Children's Social Development

Autor/in	Öngören, Sema
Titel	Preschool Teachers' Practices to Support Children's Social Development
Quelle	In: International Journal of Progressive Education, 18 (2022) 2, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Öngören, Sema)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Preschool Teachers; Preschool Children; Preschool Education; Social Development; Public Schools; Family Involvement; Interaction; Teacher Student Relationship; Interpersonal Communication; Family Relationship; Peer Relationship; Interpersonal Competence; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Soziale Entwicklung; Public school; Öffentliche Schule; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Peer-Beziehungen; Interpersonale Kompetenz; Ausland; Türkei
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. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01