Early childhood teachers’ views about and practices with differentiated instruction in the primary years programme

Download

index.pdf

Date

2015

Author

Özkanoğlu, Özden

Metadata

Show full item record

Item Usage Stats

856
views

409
downloads

The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate Primary Years Programme school was chosen since differentiation is one of the significant teaching and learning approaches of this program. Data were collected from the participants’ perspective, in a naturalistic setting and over five months. For data analysis, raw data turned into descriptive statements, and they were interpreted as detailed descriptions through related literature. The findings of this study revealed that early childhood teachers implementing differentiation believe in the benefits approach and have a positive attitude towards it; meanwhile, they reflect this in their practices. Early childhood teachers mostly use ‘process’ to be differentiated and ‘readiness’ to be considered for children’s variety. Furthermore, the study revealed that early childhood teachers have some challenges in terms of planning, time management and classroom management. Also, teachers need more training on and experience with differentiated instruction in order to implement it effectively. Furthermore, Turkish Early Childhood Education Program was compared with the general principles of differentiation and it was found that the program is suitable for implementation of differentiated instruction.

Subject Keywords

Early childhood education., Early childhood teachers., Education, Preschool., Preschool teachers., Teachers, Teaching

URI

http://etd.lib.metu.edu.tr/upload/12619415/index.pdf
https://hdl.handle.net/11511/25225

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Environmental education in early childhood teacher training programs: perceptions and beliefs of pre-service teachers Güner, Zişan; Olgan, Refika; Çakıroğlu, Jale; Department of Early Childhood Education (2013) This study aimed to describe pre-service early childhood teachers’ perceptions of environmental education in teacher training programs, their beliefs about the integration of environmental education into early childhood education, and also to investigate the relationship between their perceptions and beliefs. Mixed methods sequential explanatory design was used. Data were collected from pre-service early childhood teachers (N=470) using Perceptions of Pre-service Teachers towards Environmental Education in ...
Early Childhood Teachers' Beliefs and Self-reported Practices about Circle Time Mumcuoğlu, Ayşenur; Demircan, Hasibe Özlen; Department of Early Childhood Education (2022-5) The aim of the study is to investigate in service early childhood teachers’ beliefs and self-reported practices about circle time. In this study, explanatory sequential mixed method design which comprises quantitative part and qualitative part followed by each other was employed sequentially. Participants of the study were in service early childhood teachers who are working in six main districts of Ankara. In the first part of the study, Early Childhood Teachers’ Beliefs and Self-reported Practices about Ci...
Preschool teachers' attitudes toward science and science teaching Sönmez, Sema; Erden, Feyza; Department of Educational Sciences (2007) This study aims to explore preschool teachers' attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, attitudes of preschool teachers' toward science were investigated in terms of affecting factors such as age, educational level, years of teaching experience, undergraduate course work on science, number of children in classroom, and the age group they work with. The present research was conducted with 292 pr...
An Analysis of the effectiveness of quality indicators in early childhood education on subsequent science competency on a cross-country and Turkish case basis Kaya, Elif; Olgan, Refika; Department of Early Childhood Education (2014) The main aim of this study was to investigate the effectiveness of early childhood education on children’s subsequent science competency in PISA assessment. In doing so, the influence of country-level and student-level factors on children’s later competency on the PISA science literacy were also examined. Country-level indicators were determined following variables from past records: public and private expenditure in pre-primary education, pupil-teacher ratio, enrolment rate in pre-primary, duration in pre-...
Observation as an assessment tool in early childhood education: a phenomenological case study of teacher views and practices Turupcu, Aysun; Tantekin Erden, Feyza; Department of Early Childhood Education (2014) The aim of this study is to determine the early childhood teachers’ views about observation as one of the informal assessment methods in young children’s education. The study was conducted with six early childhood teachers who worked at a private kindergarten in Ankara. In this study, phenomenological case study was used. In order to examine the views of early childhood teachers on observation, most appropriate data source in qualitative study, one-to-one interview was conducted with participants. Additiona...

Citation Formats

Ö. Özkanoğlu, “Early childhood teachers’ views about and practices with differentiated instruction in the primary years programme,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.