Turkish preschool teachers' beliefs on integrated curriculum: Integration of visual arts with other activities

Date

2011-08-01

Author

Öztürk, ELİF
Erden, Feyza

Metadata

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This study investigates preschool teachers' beliefs about integrated curriculum and, more specifically, their beliefs about integration of visual arts with other activities. The participants of this study consisted of 255 female preschool teachers who are employed in preschools in Ankara, Turkey. For the study, teachers were asked to complete ‘teachers' beliefs about integration of visual arts questionnaire’. The questions in the instrument were constructed as open-ended and closed-ended. Results indicated that teachers have positive beliefs about an integrated curriculum in general; however, teachers revealed that they tend not to integrate visual arts activities with subjects, rather they use them as a consolidation of other activities. The results also revealed that there was a significant link between both teachers' years of experience and their educational background and their beliefs about the integrated curriculum and integration of art activities into early childhood curriculum.

Subject Keywords

Developmental and Educational Psychology, Pediatrics, Social Psychology

URI

https://hdl.handle.net/11511/40149

Journal

Early Child Development and Care

DOI

https://doi.org/10.1080/03004430.2010.501407

Collections

Department of Elementary and Early Childhood Education, Article

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Citation Formats

E. Öztürk and F. Erden, “Turkish preschool teachers’ beliefs on integrated curriculum: Integration of visual arts with other activities,” Early Child Development and Care, pp. 891–907, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40149.