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Examination of early childhood educators' perspectives on transdiciplinary approach.

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2020
Demirci, Fatma
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 integrating all disciplines and the compatibility of disciplines with daily life. On the other hand, some of the participants reported negative perspectives on transdisciplinary approach such as its’ being difficult to understand and implement and their having lack of teaching resources. In addition, early childhood educators shared their perspectives as transdisciplinary approach has influence on children’s learning, children’s developmental domains and educational environment. Early childhood educators have positive perspectives on characteristic features of the transdisciplinary approach such as problem-based learning, inquiry-based learning and effective and meaningful learning. Early childhood educators shared their perspectives on possible difficulties of implementing the transdisciplinary approach due to implementation and deficiencies. Findings of this study revealed that early childhood educators generally have positive perspective toward the transdiciplinary approach.