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Early Childhood Teachers' Views Regarding Education for Sustainable Development: A Focus Group Study
Date
2018-11-04
Author
Köklü, Hasret
Olgan, Refika
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https://hdl.handle.net/11511/73754
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EARLY CHILDHOOD EDUCATION TEACHERS' SELF-REPORTED ENERGY CONSERVATION BEHAVIORS AMONG ECO AND NON-ECO PRESCHOOLS
Düzgün, Elif; Olgan, Refika; Department of Early Childhood Education (2022-1)
This study sought to compare the energy conservation behaviors of early childhood teachers across eco and non-eco preschools along with the possible predictors of energy conservation behaviors. The data was collected from 270 early childhood education teachers working in public eco and non-eco preschools in İstanbul and Antalya through Demographic Information Form, the Energy Conservation Behavior Scale, and the New Environmental Behavior Scale. The validity and reliability of the instruments were satisfied...
Early Childhood Teachers’ Practices and Views On Portfolio Assessment: Findings Between Turkey and The United States
ALAÇAM, NUR; Olgan, Refika; Çapa Aydın, Yeşim (2021-11-06)
Early childhood education and investment in human capital formation: the case of Turkey in global perspective
Saraçoğlu, Dürdane Şirin (2019-03-21)
Drawing on cognitive science, child psychology, education and economics literature, this paper investigates the significance of early childhood development and highlights the value of investment in early childhood education (ECE). The young child requires adequate psycho-stimulation for the optimal development of the brain, which subsequently helps her to accomplish at school and achieve in adulthood. It has been previously emphasized that for all young children who start life at an equal footing, governmen...
Early Childhood Teachers’ Perceptions and Practices in Integration of Environmental Education into Early Childhood Education.
Güner, Zişan; Olgan, Refika; Çakıroğlu, Jale (2012-09-17)
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H. Köklü and R. Olgan, “Early Childhood Teachers’ Views Regarding Education for Sustainable Development: A Focus Group Study,” 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/73754.