Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Views, Knowledge, and Self-Reported Practices of Early Childhood Educators: Sociocultural Theory’s Practicability
Download
index.pdf
Date
2024-06-01
Author
Peker, Canan
Akcabağ, Esra
Tonga Çabuk, Funda Eda
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
69
views
7
downloads
Cite This
Vygotsky's Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers' perceptions of the theory may be important in the children's learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotsky’s Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.
URI
https://hdl.handle.net/11511/111289
Journal
Uludağ Üniversitesi Eğitim Fakültesi Dergisi
DOI
https://doi.org/10.19171/uefad.1431937
Collections
Department of Elementary and Early Childhood Education, Article
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
C. Peker, E. Akcabağ, and F. E. Tonga Çabuk, “Views, Knowledge, and Self-Reported Practices of Early Childhood Educators: Sociocultural Theory’s Practicability,”
Uludağ Üniversitesi Eğitim Fakültesi Dergisi
, vol. 37, no. 2, pp. 653–675, 2024, Accessed: 00, 2024. [Online]. Available: https://hdl.handle.net/11511/111289.