Playfulness of early childhood teachers and their views in supporting playfulness

Date

2021-05-01

Author

Canaslan-Akyar, Begum
Sevimli Çelik, Serap

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

304
views

0
downloads

This study examined Turkish early childhood teachers' playfulness and their support of playfulness in classrooms. An explanatory mixed method design was utilised with a convenience sample of 485 teachers in the quantitative portion and 20 teachers in the qualitative portion. The quantitative data was collected through the Adult Playfulness Trait Scale (APTS), while the qualitative data was collected via interviews. No differences were indicated for teacher playfulness regarding age and/or years of teaching. Moreover, playfulness scores for teachers who did not attend courses on play and graduated from high school were higher than scores for teachers who attended play courses and graduated university. The teachers support of play and playfulness was indicated through the qualitative results. However, academic excellence and parental pressure persuaded teachers to have more goal-oriented and/or teacher-directed play time. Teachers' involvement in play seemed non-playful and inflexible. A need for becoming aware of playfulness in the classroom was revealed. Teachers should carefully approach play time and play interactions because these activities influence children's actions, creativity, thinking, and play behaviour.

Subject Keywords

Playfulness, Early childhood, In-service teachers, Mixed method

URI

https://hdl.handle.net/11511/90735

Journal

EDUCATION 3-13

DOI

https://doi.org/10.1080/03004279.2021.1921824

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

We train, but what do they think? Preservice teachers' perceptions of the adequacy of their teacher education in Turkey Eret-Orhan, Esra; Ok, Ahmet; Çapa Aydın, Yeşim (2018-01-01) The study aimed to assess the adequacy of pre-service teacher education in Turkey as perceived by preservice teachers. Specifically, the researchers investigated preservice teachers' perceptions of the adequateness of their education in terms of developing teaching skills and the major components of teacher education. The factors affecting their perceptions were also examined. In total, 1856 preservice teachers participated in the study. A questionnaire was prepared to collect data from the participants. Ac...
Pre-service teachers’ attitudes towards the profession of early childhood education in terms of sex and gender role Karaduman, Muhammet Ali; Olgan, Refika; Department of Early Childhood Education (2011) The purpose of this study is to understand the attitudes of pre-service teachers, who are studying at the departments of early childhood education in universities in Turkey, towards the profession of early childhood education. Specifically, this study investigated the effect of sex and gender role on the attitudes of pre-service early childhood teachers. The sample of this study includes 1528 participants from 11 different state universities of Turkey. 278 of them are male pre-service teachers and 1250 of t...
Non-native student teachers' feelings of foreign language anxiety Kunt, Naciye; Tum, Danyal Oztas (2010-02-08) This study investigates the feelings of foreign language anxiety of student teachers studying in a teacher education program in North Cyprus. The Turkish version of Horwitz's (1986) Foreign Language Classroom Anxiety Scale and a set of open-ended questions were administered. The results indicate that different levels of anxiety were measured and also various anxious responses to open-ended questions obtained. In the light of these findings, there is a need to support future language teachers to eliminate, o...
Gaining insights into teachers' ways of thinking via metaphors Seferoğlu, Gölge; KORKMAZGIL, Sibel; Olcu, Zeynep (2009-07-01) This study aimed to explore metaphorical images of pre-service and in-service teachers as windows into their schemata for thinking about "teachers". Data were gathered from three groups: 58 junior year students studying in a pre-service English teaching programme, 92 senior year students registered in the same pre-service programme, and 70 in-service English language teachers. Metaphor elicitation method was employed in this study. Participants were asked to complete in writing the stem "A teacher is ...". ...
Beginning early childhood education teachers' struggle with inclusion in Turkey Temiz, Zeynep; Haser, Çiğdem (2017-01-01) The purpose of this study was to investigate Turkish early childhood education teachers' perception of inclusion before they started their teaching profession and to explore their experiences with the children with disabilities in their first year of teaching. Sixteen Turkish pre-service teachers were first interviewed when they completed the teacher education programme about their expectations of inclusion practices in their future career. Four participants among the 16 teachers started to teach children w...

Citation Formats

B. Canaslan-Akyar and S. Sevimli Çelik, “Playfulness of early childhood teachers and their views in supporting playfulness,” EDUCATION 3-13, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/90735.