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
Preschool teachers’ self reported beliefs on integrated curriculum: integration of visual art with other activities
Download
index.pdf
Date
2008
Author
Öztürk, Elif
Metadata
Show full item record
Item Usage Stats
399
views
152
downloads
Cite This
The aim of this study is to investigate preschool teachers’ beliefs about integration of visual art with other activities in early childhood settings. More specifically, the present study examined the effects of teachers’ year of experiences, their educational background and whether they take a course which is related to visual art or not on teachers’ beliefs about integrated curriculum and integration of visual art with other activities. Preschool teachers were asked to complete “teachers’ beliefs about integration of visual art” questionnaire which was developed by the researcher. It includes four parts: demographic information, teachers’ beliefs about integration, teachers’ beliefs about integration of visual art with other activities, and the status of the integrated curriculum in early childhood education. The participants of this study consisted of 255 preschool teachers working with children between the ages of 5 to 6. 118 participants were public pre-school teachers whereas 137 of them were private pre-school teachers in Ankara. The results revealed that there were significant relationship between teachers’ year of experience and their beliefs about integration of activities and teachers’ perceived role of the integrated curriculum in early childhood education. In addition, a significant relationship was identified between teachers’ educational background and their beliefs related to integration of visual art with other activities, usage about integration of visual art, and their perceived role or ‘place’ of the integrated curriculum in early childhood education. Finally, a significant relationship was reported between the last variable, whether the teacher had taken a course related to visual art or not, and with beliefs about integration of visual art with other activities and usage about integration of visual art.
Subject Keywords
General Social Sciences.
,
Integrated curriculum.
URI
http://etd.lib.metu.edu.tr/upload/12609233/index.pdf
https://hdl.handle.net/11511/17454
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Examination of early childhood educators' perspectives on transdiciplinary approach.
Demirci, Fatma; Demircan, Hasibe Özlen; Department of Early Childhood Education (2020)
A research study was conducted to investigate the perspective of early childhood educators on transdisciplinary approach. The participants of study were 20 early childhood educators who worked in public kindergartens Bartın, Turkey. The data was collected with a semi- structured interview. Findings of study demonstrated that early childhood educators have positive perspectives on integration of disciplines. Also, early childhood educators have positive perspectives on transdisciplinary approach such as inte...
Preschool teachers' strategies to enhance social interaction skills of children during playtime
Sendil, Cagla Oneren; Erden, Feyza (2012-02-11)
The purpose of this study is to examine how preschool teachers organize free play activities and what kind of strategies they use for enhancing peer related social interactions among 6-year-old children. The study was conducted in Ankara by interviewing with teachers to obtain their views and experiences on peer related social interaction during playtime and by observing them to learn their actions to facilitate peer interactions. Findings of this study are thought to highlight the importance of the teacher...
Preschool teachers‟ beliefs and practices related to the processes of field trips
Sevinç, Eda; Erden, Feyza; Department of Early Childhood Education (2019)
This study aimed to investigate the preschool teachers‟ beliefs, self-reported and actual practices related to field trip activities in early childhood education. More specifically, the current study examined self-reports and observable practices of preschool teachers regarding planning, implementation and evaluation process of field trip activities. 20 participants from both public and private kindergarten in Ankara were interviewed related to their beliefs and self-reported practices about field trips. In...
Preschool children's perceptions on human-environment relationship: follow-up research
Cengizoğlu, Seçil; Olgan, Refika; Teksöz, Gaye (Informa UK Limited, 2020-05-01)
In the current study, we focus on how the early childhood education for sustainability (ECEfS) program develops the perceptions of preschool children about the human-environment relationship. The sample of the study consisted of preschoolers aged 60-66 months in Ankara, Turkey. The data were collected through the drawings of children on the topic of 'human-environment' and interviews on drawings obtained before and after the program. The findings revealed that children perceive their environment as a peacef...
Exploring the change in preschool teachers’ views about and practices of integration of visual art into science activities: a case study
Öztürk, Elif; Tantekin Erden, Feyza; Department of Elementary Education (2010)
The aim of this study is to investigate the changes in early childhood teachers’ views about and practices of integration of visual art into science activities that occured after they attended the workshop. In order to explore the changes in five early childhood teachers’ views about science teaching, semi-structured interviews, classroom observations, and activity plans were used in this study. The study was conducted in a private preschool located in the Çayyolu district of Ankara. The first phase of the ...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
E. Öztürk, “Preschool teachers’ self reported beliefs on integrated curriculum: integration of visual art with other activities,” M.S. - Master of Science, Middle East Technical University, 2008.