An Ideal Early Childhood Education Environment: Parents’ Expectations from Preschool Institutions

Metehan Buldu; Rumeysa Güner Pekacar

Makale detayları

An Ideal Early Childhood Education Environment: Parents’ Expectations from Preschool Institutions

Yazarlar:

Metehan Buldu | Rumeysa Güner Pekacar

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 2, pp.625-643

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297047

pISSN:

1305-2020

Anahtar kelimeler:

Özet:

 Parents perspectives are an essential source of feedback for schools and educators. Researching their views on the learning environment helps identify areas of strength and areas that require improvement. Thus, gathering feedback from parents enables schools to continuously adapt, and refine educational practices to better meet the needs of children and parents. For this purpose, 26 parents in Ankara central districts were reached with convenient sampling method and data were collected with semi-structured interviews. During the interviews, parents were asked what their expectations were from an ideal school environment in terms of physical material, class size, number of students, financial expectations and educational supporting development areas, communication with the school according to their own perceptions. The findings obtained after the interviews were analyzed with the thematic analysis method. As a result of the analysis, based on the answers given by the families, two main themes were developed as 1 physical expectations and 2 expectations in terms of education and learning. The findings of the study showed that parents had different levels of expectations about adequate materials and paid fees. Especially the parents whose children are educated in private institutions stated that the materials in the schools are insufficient and the money paid is too high compared to the public schools. On the other hand, it shows that the expectations of the parents in terms of education are mostly in the areas of self-care reflection of what they learn at school to home and social sharing with other children, communication development. Based on the findings of the research, it is recommended that schools give information seminars to families about their physical and educational conditions, make regular meetings at the beginning of the semester to determine the expectations of parents about the educational environment, and establish a regular communication link by employing technological opportunities in order to keep the bond between home and school strong.

 Parents perspectives are an essential source of feedback for schools and educators. Researching their views on the learning environment helps identify areas of strength and areas that require improvement. Thus, gathering feedback from parents enables schools to continuously adapt, and refine educational practices to better meet the needs of children and parents. For this purpose, 26 parents in Ankara central districts were reached with convenient sampling method and data were collected with semi-structured interviews. During the interviews, parents were asked what their expectations were from an ideal school environment in terms of physical material, class size, number of students, financial expectations and educational supporting development areas, communication with the school according to their own perceptions. The findings obtained after the interviews were analyzed with the thematic analysis method. As a result of the analysis, based on the answers given by the families, two main themes were developed as 1 physical expectations and 2 expectations in terms of education and learning. The findings of the study showed that parents had different levels of expectations about adequate materials and paid fees. Especially the parents whose children are educated in private institutions stated that the materials in the schools are insufficient and the money paid is too high compared to the public schools. On the other hand, it shows that the expectations of the parents in terms of education are mostly in the areas of self-care reflection of what they learn at school to home and social sharing with other children, communication development. Based on the findings of the research, it is recommended that schools give information seminars to families about their physical and educational conditions, make regular meetings at the beginning of the semester to determine the expectations of parents about the educational environment, and establish a regular communication link by employing technological opportunities in order to keep the bond between home and school strong.

 Parents perspectives are an essential source of feedback for schools and educators. Researching their views on the learning environment helps identify areas of strength and areas that require improvement. Thus, gathering feedback from parents enables schools to continuously adapt, and refine educational practices to better meet the needs of children and parents. For this purpose, 26 parents in Ankara central districts were reached with convenient sampling method and data were collected with semi-structured interviews. During the interviews, parents were asked what their expectations were from an ideal school environment in terms of physical material, class size, number of students, financial expectations and educational supporting development areas, communication with the school according to their own perceptions. The findings obtained after the interviews were analyzed with the thematic analysis method. As a result of the analysis, based on the answers given by the families, two main themes were developed as 1 physical expectations and 2 expectations in terms of education and learning. The findings of the study showed that parents had different levels of expectations about adequate materials and paid fees. Especially the parents whose children are educated in private institutions stated that the materials in the schools are insufficient and the money paid is too high compared to the public schools. On the other hand, it shows that the expectations of the parents in terms of education are mostly in the areas of self-care reflection of what they learn at school to home and social sharing with other children, communication development. Based on the findings of the research, it is recommended that schools give information seminars to families about their physical and educational conditions, make regular meetings at the beginning of the semester to determine the expectations of parents about the educational environment, and establish a regular communication link by employing technological opportunities in order to keep the bond between home and school strong.

 Ebeveynlerin bakış açıları, okullar ve eğitimciler için önemli bir geri bildirim kaynağıdır. Ebeveynlerin öğrenme ortamı hakkındaki görüşlerini araştırmak, güçlü yönlerini ve iyileştirilmesi gereken alanları belirlemeye yardımcı olmaktadır. Bu sayede, eğitim ortamının, öğrencilerin ve ebeveynlerin ihtiyaçlarını daha iyi karşılamak adına, fiziksel ve eğitsel ortamın sürekli olarak uyarlanması ve iyileştirmesi mümkün olacaktır. Bu amaçla, Ankara ilinde merkez ilçeler yer alan 26 ebeveyne kolay ulaşılabilir örneklem yöntemi ile ulaşılmış ve yarı-yapılandırılmış görüşmeler ile çalışma verileri toplanmıştır. Görüşmeler esnasında ebeveynlerin kendi algılarına göre fiziksel materyal, sınıf büyüklüğü, öğrenci sayısı, maddi beklenti ve eğitsel gelişim alanlarını destekleme, okulla iletişim,  açılardan ideal bir okul ortamından beklentilerinin neler olduğu sorulmuştur. Görüşmeler sonrasında elde edilen bulgular tematik analiz yöntemin ile analiz edilmiştir. Analiz sonucunda, ebeveynlerin verdiği cevaplardan yola çıkarak 1 fiziki beklentiler ve 2 eğitim-öğretim açısından beklentiler olarak iki ana tema geliştirilmiştir. Araştırmanın bulgularında ebeveynlerin yeterli materyal ve ödenen ücret konusunda farklı düzeylerde beklentilerin olduğunu göstermiştir. Özellikle çocukları özel kurumlarda eğitim gören ebeveynler, okullarda materyallerin yetersiz olduğunu ve ödenen paraların devlet okullarına kıyasla çok fazla olduğunu ifade etmişlerdir. Diğer taraftan, ebeveynlerin eğitim öğretim açısından beklentilerinin en çok çocukların öz-bakım öğrendiklerinin evde de gözlenmesi ve sosyal diğer çocuklarla paylaşım, iletişim gelişim alanlarında olduğunu göstermektedir. Araştırma bulgularına dayanarak, okulların kendi koşullarına dair ebeveynlere fiziksel ve eğitsel açıdan bilgilendirme seminerleri vermeleri, dönem başlarında ebeveynlerin eğitim ortamına dair beklentilerini belirlemeye yönelik düzenli görüşmelerin yapılması ve ev-okul arasındaki bağı güçlü tutmak amacıyla teknolojik imkânların işe koşularak, düzenli iletişim bağı kurmaları önerilmektedir.

Makale detayları

An Ideal Early Childhood Education Environment: Parents’ Expectations from Preschool Institutions

Yazarlar:

Metehan Buldu | Rumeysa Güner Pekacar

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 2, pp.625-643

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297047

pISSN:

1305-2020

Early childhood education

early childhood institutions

parents

parental expectationOkul öncesi eğitim

okul öncesi eğitim kurumları

aileler

aile beklentisi

Sayı

Makale detayları

Yazarlar: Metehan Buldu | Rumeysa Güner Pekacar

Yayıncı: Van Yuzuncu Yıl University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 2, pp.625-643

Belge Tipi: Makale

Yayın Tarihi: 8/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001297047

pISSN: 1305-2020

Sayı

Yazarlar:

Metehan Buldu | Rumeysa Güner Pekacar

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 2, pp.625-643

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297047

pISSN:

1305-2020