Playfulness of early childhood teachers and their views in supporting playfulness

2021-05-01
Canaslan-Akyar, Begum
Sevimli Çelik, Serap
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.

Suggestions

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...
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...
Beginning early childhood education teachers' career perceptions, expectation, concerns and their experiences in public schools
Akdağ, Zeynep; Haser, Çiğdem; Department of Elementary Education (2012)
The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to ...
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...
INVESTIGATING BEHAVIORAL PROBLEMS IN CHILDREN WITH DIVORCED PARENTS: A PHENOMENOLOGICAL STUDY OF TEACHERS‘ VIEWS AND PRACTICES
Yiğit, Nur Banu; Erden, Feyza; Department of Early Childhood Education (2022-7)
The purpose of this study was to investigate the views and the classroom practices of early childhood teachers regarding behavioral problems in children with divorced parents. The participants were 15 early childhood teachers working in state early childhood education institutions in Duzce, Turkey. It was conducted as a phenomenology study within the scope of qualitative research method and data were collected through semi-structured interviews and observations. The findings revealed that teachers' content ...
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.