Social problem solving skills of children: a phenomenological study of preschool teachers’ views and practices

2022-9
Şakar, Gizem Nur
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
399
views
1116
downloads
The purpose of this study was to investigate the views and practices of preschool teachers regarding children's social problem-solving skills. The participants were 15 preschool teachers working in public and private early childhood education institutions in Trabzon. The study was conducted as a phenomenological study within the scope of qualitative research method and data were collected through semi-structured interviews and classroom observations. The findings of this study revealed that teachers find the early childhood period very important for the development of social problem solving skills, but it was determined that most teachers focused on preventing social problems from arising rather than improving children's social problem solving skills. While most claimed to use the drama method in their self-reported activities to develop children’s social problem solving skills, and that they taught children to solve problems with verbal expressions, some teachers stated that they did not engage in such activities. On the other hand, all teachers feel that parent related issues account for the difficulties some children experience while developing social problem solving skills. Teachers stated that the most common problem they encounter in their classrooms is only physical aggression, yet instances of relational and verbal aggression were more frequently seen during in-class observations. As a way of coping with these problems, the majority of the teachers said that they talk to the children about a social problem and lead them to a solution, but in-class observations revealed that in practice they mostly prefer other approaches such as apologizing, ignoring, giving an eye and punishment. Furthermore, in this study, teachers emphasized that they need to be guided about how children should be followed in social problem situations.
Early childhood education, Preschool teachers, Social problem solving skills
https://hdl.handle.net/11511/99398
Graduate School of Social Sciences, Thesis

Suggestions

Early childhood teachers’ views about and practices with differentiated instruction in the primary years programme
Özkanoğlu, Özden; Erden, Feyza; Department of Elementary Education (2015)
The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate P...
Early Childhood Teachers' Beliefs and Self-reported Practices about Circle Time
Mumcuoğlu, Ayşenur; Demircan, Hasibe Özlen; Department of Early Childhood Education (2022-5)
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 Ci...
EXAMINING THE PROGRAM-BASED EXPERIENCES OF PRESCHOOL TEACHERS ABOUT SUPPORTING CHILDREN’S SOCIAL SKILLS
Demirci Ünal, Zeliha; Erden, Feyza; Department of Early Childhood Education (2022-6-9)
The purpose of this research was to investigate how preschool teachers further the development of children’s social skills including communication, empathy, social problem solving, sharing, and helping in the scope of Ministry of National Education [MoNE] Preschool Education Program. The researcher prepared a qualitative phenomenological study to determine teachers’ views and self-reported practices and obtained documentary evidence of how they had sought to support children’s social skills. Data for this ...
Parental perceptions on emergent literacy in early childhood years
Altıparmak, Sevil; Olgan, Refika; Department of Early Childhood Education (2010)
The aim of the study is to investigate parents’ perceptions on emergent literacy. More specifically, the present study examined the perceptions of parents on emergent literacy and the frequency rates of the home literacy activities that parent engage in spending with their children at home to encourage emergent literacy through a questionnaire, which was developed by Nebrig (2007). Translation and reliability checks and a pilot study were implemented before the actual study was conducted. Parents were asked...
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
G. N. Şakar, “Social problem solving skills of children: a phenomenological study of preschool teachers’ views and practices,” M.S. - Master of Science, Middle East Technical University, 2022.
METU IIS - Integrated Information Service open@metu.edu.tr