Views, Knowledge, and Self-Reported Practices of Early Childhood Educators: Sociocultural Theory’s Practicability

Canan Peker; Esra Akcabağ; Funda Eda Tonga Çabuk

Makale detayları

Views, Knowledge, and Self-Reported Practices of Early Childhood Educators: Sociocultural Theory’s Practicability

Yazarlar:

Canan Peker | Esra Akcabağ | Funda Eda Tonga Çabuk

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.653-675

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001325655

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 Vygotskys Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers perceptions of the theory may be important in the childrens learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotskys Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.

 Vygotskys Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers perceptions of the theory may be important in the childrens learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotskys Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.

 Vygotskys Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers perceptions of the theory may be important in the childrens learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotskys Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.

 Vygotskynin sosyo-kültürel teorisi, çocukların bilişsel gelişimlerine ve toplumu önemli bir bileşen alarak öğrenme sürecine odaklanan önemli bir teoridir. Alan yazında, sosyo-kültürel teorinin, erken çocukluk eğitiminde eleştirilen geleneksel bilişsel teorilere bir alternatif sunduğu belirtilmektedir. Öğrenme sürecinde öğretmenin teoriyi algılama biçimi önem taşımaktadır. Çalışma, erken çocukluk eğitimcilerinin Vygotskynin sosyo-kültürel teorisine ilişkin görüşlerini, bilgilerini ve öz raporlu uygulamaları araştırmayı amaçlamaktadır. Nitel araştırma yöntemlerinden fenomonolojik araştırma türünü benimseyen bu araştırmada, kolay ulaşılabilir durum örneklemesi yöntemi ile Ankarada özel anaokullarında görev alan okul öncesi öğretmenlerinden yarı yapılandırılmış görüşme ile veriler toplanmıştır. Veriler, iki araştırmacı tarafından tematik analiz kurallarına uygun olarak kodlanmıştır. Bulgulara göre, öğretmenlerin teorinin bazı uygulamalarını gerçekleştirmelerine rağmen, çoğunun uygulamaların içeriği, özellikle de iskele kurma ve akran öğrenmesi hakkında açık bilgiye sahip olmadıklarını ortaya koymuştur. Bulgular ışığında, öğretmenlere akran öğrenmesi ve iskele kurma konusunda daha fazla destek sunulabileceği önerilmiştir.

Makale detayları

Views, Knowledge, and Self-Reported Practices of Early Childhood Educators: Sociocultural Theory’s Practicability

Yazarlar:

Canan Peker | Esra Akcabağ | Funda Eda Tonga Çabuk

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.653-675

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001325655

pISSN:

2667-6788

Sociocultural Theory

Early Childhood Educators

Practicability

Views

Beliefs

Self-Reported PracticesAnahtar Kelimeler: Sosyokültürel Teori

Erken Çocukluk Eğitimcileri

Uygulanabilirlik

Görüş

Bilgi ve Öz-Raporlu Uygulamalar

Sayı

Makale detayları

Yazarlar: Canan Peker | Esra Akcabağ | Funda Eda Tonga Çabuk

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.653-675

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001325655

pISSN: 2667-6788

Sayı

Yazarlar:

Canan Peker | Esra Akcabağ | Funda Eda Tonga Çabuk

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.653-675

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001325655

pISSN:

2667-6788