An Evaluative Case Study on Investigating Preschool Teachers' Views on Philosophy with Children

Download

index.pdf

Date

2022-01-01

Author

Koyuncu, Emine Deniz
Demircan, Hasibe Özlen

Metadata

Show full item record

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

Item Usage Stats

224
views

148
downloads

The purpose of this evaluative case study was to examine preschool teachers' views on the Philosophy with Children approach and its use in early childhood education through the Philosophy with Children experience. In this study, 11 preschool teachers participated in Philosophy with Children sessions for ten weeks, and then later attempted to implement the PwC approach in their educational environment at least twice. The data were collected through semi-structured interviews, basically before and after the 10-week PwC session as well as after the practices implemented by preschool teachers in their educational setting. In addition, during the 10-week PwC session, observations were conducted and audio recordings of all the procedures and field notes were collected. According to the study findings, the preschool teachers claimed the PwC approach could be used in early childhood education and positively affect children. Preschool teachers reported that the PwC approach led them to look critically at the relationship between the teacher and child in traditional education, understanding of guidance, and classroom management. On the other hand, this study revealed that preschool teachers reported handicaps related to self-confidence while using PwC and motivation to use PwC. They claimed some aspects of the traditional educational structure may hinder using the PwC approach. In conclusion, it was recommended that future research and in-service or pre-service education programs with preschool teachers be organized with more comprehensive content, including the philosophical dimension of the PwC approach.

Subject Keywords

Early Childhood Education, Preschool Teachers, Philosophy with Children, Philosophy for Children, Community of Philosophical, Inquiry, CRITICAL THINKING, CURRICULUM, INQUIRY, IMPACT, SKILLS, TOOL

URI

https://hdl.handle.net/11511/99609

Journal

EGITIM VE BILIM-EDUCATION AND SCIENCE

DOI

https://doi.org/10.15390/eb.2022.10380

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

Investigating the views of preschool teachers regarding philosophy with children through PwC experience. Koyuncu, Emine Deniz; Demircan, Hasibe Özlen; Department of Early Childhood Education (2020) The purpose of this evaluative case study was to investigate preschool teachers' views about Philosophy with Children and the use of Philosophy with Children in early childhood education settings, through PwC experience. In this study, eleven preschool teachers participated in PwC implementations for ten weeks. After these implementations, they implemented PwC in their own classrooms at least twice. Data was mainly collected before and after the implementations of the researcher and also after implementatio...
A case study on transdisciplinary approach of integrated curriculum perspectives of early childhood teachers Özer, Özden; Erden, Feyza; Department of Early Childhood Education (2010) The purpose of this study is to examine teachers’ beliefs and perspectives about an applied transdisciplinary approach of integrated early childhood curriculum. While developing an integrated curriculum for early childhood education, one of the challenges for educators is delivering the themes into different disciplines. For this reason, researchers have developed different models to integrate disciplines in different ways. Transdisciplinary approach is one of the models developed for integrated curriculum....
A qualitative study on the perceptions of early childhood teachers towards physical design for classroom management Şahin, İkbal Tuba; Erden, Feyza; Department of Early Childhood Education (2009) The aim of this study is to examine the perceptions of early childhood teachers in relation to the influence of the physical environment of the classroom on classroom management. More specifically, the present study examined teachers’ perceptions about the factors which influence their classroom management practices, how the physical environment of the classroom influences their instructional processes and teacher-student interactions. To collect the data for the study, a semi-structured interview schedule ...
A Mixed methods study of teacher-child interaction quality and teacher beliefs in early childhood education / Çobanoğlu, Rahime; Çapa Aydın, Yeşim; Yıldırım, Ali; Department of Curriculum and Instruction (2017) This study examined teacher-child interaction quality in preschool classrooms, some aspects of early childhood teachers’ beliefs (i.e., beliefs about developmentally appropriate practice, beliefs about developmentally inappropriate practice, teacher self-efficacy, and general teaching efficacy), and the interplay between them through a mixed methods research design. Data were collected through teacher survey and interviews, and structured and unstructured classroom observations. A sample of 47 teachers sele...
Examination of early childhood educators' perspectives on transdiciplinary approach. Demirci, Fatma; Demircan, Hasibe Özlen; Department of Early Childhood Education (2020) A research study was conducted to investigate the perspective of early childhood educators on transdisciplinary approach. The participants of study were 20 early childhood educators who worked in public kindergartens Bartın, Turkey. The data was collected with a semi- structured interview. Findings of study demonstrated that early childhood educators have positive perspectives on integration of disciplines. Also, early childhood educators have positive perspectives on transdisciplinary approach such as inte...

Citation Formats

E. D. Koyuncu and H. Ö. Demircan, “An Evaluative Case Study on Investigating Preschool Teachers’ Views on Philosophy with Children,” EGITIM VE BILIM-EDUCATION AND SCIENCE, vol. 47, no. 210, pp. 161–191, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/99609.