EXAMINATION OF TEACHERS‘ SELF-REPORTED PRACTICES AND ENVIRONMENTAL SETTINGS IN SUPPORTING THE CREATIVITY OF PRESCHOOL CHILDREN

Date

2024-1

Author

Çalışkan, Gamze Günce

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The purpose of this study is to examine teachers‘ views on creativity, self-reported practices of preschool teachers, the classroom learning environment, and materials in terms of supporting the creativity of preschool children. The sample for this research consists of preschool teachers working in public and private schools in three main districts of Ankara province. Among the twenty preschool teachers participating in the study, ten were working in private schools, and ten were working in public schools. This is a qualitative study, and data were collected using three different measurement tools within the scope of this study. The Physical Environment and Material Checklist were implemented to assess the physical conditions in the school that could have an impact on the practices of teachers in supporting students' creativity. In addition, semi-structured interview questions were posed to participants to gain a deep understanding of the views of preschool teachers on creativity and what they do to support students' creativity. Content analysis was used to describe, code, categorize, and identify primary patterns in the interview data. Furthermore, to understand the reliability of the practices of teachers in supporting students' creativity, the portfolios of students were examined and analyzed.

Subject Keywords

creativity, preschool teachers, teachers‘ self-reported practices, environmental settings, qualitative research

URI

https://hdl.handle.net/11511/108265

Collections

Graduate School of Social Sciences, Thesis