Early Childhood Teachers' Beliefs and Self-reported Practices about Circle Time

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2022-5
Mumcuoğlu, Ayşenur
The aim of the study is to investigate in service early childhood teachers’ beliefs and self-reported practices about circle time. In this study, explanatory sequential mixed method design which comprises quantitative part and qualitative part followed by each other was employed sequentially. Participants of the study were in service early childhood teachers who are working in six main districts of Ankara. In the first part of the study, Early Childhood Teachers’ Beliefs and Self-reported Practices about Circle Time Survey were administered to 502 participants. In the second part of the study, a semi-structured interview protocol named Early Childhood Teachers’ Beliefs and Self- reported Practices about Circle Time Interview Protocol was carried out with 22 volunteer early childhood teachers. Descriptive statistics was utilized for quantitative results while descriptive analysis was conducted via MAXQDA 2020 program for qualitative results of the study. Findings of the study revealed that teachers mostly do language and literacy activities especially by sharing feelings, ideas and experiences with members of the circle. Also, the reason why teachers prefer to conduct circle time in their classes is revealed as their own wish owing to the benefits of circle time. Teachers’ beliefs about the benefits of circle time were majorly social-emotional development oriented. Teachers reported their constraints to circle time process as needs of children, diversity in class, administration related issues, and time related issues. Considering findings of the study, issues such as high-quality education, valuing diversity, need for teacher trainings and resources are discussed.

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Citation Formats
A. Mumcuoğlu, “Early Childhood Teachers’ Beliefs and Self-reported Practices about Circle Time,” M.S. - Master of Science, Middle East Technical University, 2022.