Programme-based experiences of preschool teachers regarding support of children's social skills

Demirci Ünal Z., Erden F.

EARLY CHILD DEVELOPMENT AND CARE, cilt.193, sa.6, ss.791-809, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 193 Sayı: 6
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/03004430.2022.2161534
  • Dergi Adı: EARLY CHILD DEVELOPMENT AND CARE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, International Bibliography of Social Sciences, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Sayfa Sayıları: ss.791-809
  • Anahtar Kelimeler: Early childhood education, social skills, educational programme, educational plan, preschool teacher, self-reported practices, INTERVENTION, EDUCATION
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

Providing social skills to children through an appropriate educational programme positively affects their overall development. The aim of this study was to examine the views and experiences of 13 Turkish preschool teachers working with 5-6-year-old children regarding support of children's social skills. An interview protocol was used to gather the views and self-reported practices of teachers, as well as a document review codebook was used to analyze the content of teachers' educational plans. The teachers were found to place importance on their educational programmes and regularly include social skills activities within their plans, while considering programme-based factors like gains and indicators and materials. However, the content of teachers' plans was considerably different from their self-reported practices regarding organization of the learning environment, interval of social skills activities, family involvement, and assessment. Finally, participating teachers were found to be deficient in effective planning of educational plans for promoting children's social skills.