CHILDREN’S PARTICIPATION RIGHTS IN EARLY CHILDHOOD EDUCATION CLASSROOMS: A MULTIPLE CASE STUDY

Date

2024-12-20

Author

KARAN, Şeyda

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The primary purpose of this study was to examine the enactment of children's participation rights in independent Turkish public early childhood education (ECE) schools, with a particular focus on the classroom discourses and the experiences of in-classroom practices during circle time. Framed within Lundy’s participation model, this study was conducted as a multiple case study to elaborate on the issue by exploiting the specifics of each case to form a conceptual level and holistic understanding. The participants of this study were the members of two ECE classrooms with preschool teachers (N=2) working in two different classrooms of the same school with 60-72 months of children (N=45). Data collection tools included pre-and post-interviews and observations with audio records and field notes. General findings from deductive reflexive thematic analysis illustrated how children manifested their voices, and teachers facilitated children's expression throughout circle time. Moreover, study findings presented how teachers incorporate children's views into decision-making processes and how they handle contrasting views. Even though participant teachers stated that they regard children as capable enough to declare and defend their rights with the support of their surroundings, experiences of in-classroom practices are not always parallel to their declarations to favor children’s participation rights. At the end of the post-interviews, teachers shared their awareness of the possibilities of promoting children’s participation rights even through daily activities.

Subject Keywords

Early Childhood Education, Participation Rights, Circle Time, Multiple Case Study

URI

https://hdl.handle.net/11511/112710

Collections

Graduate School of Social Sciences, Thesis