Investigating the Decision-Making Processes of Preschool Children in Project Works Based on Reggio Emilia Approach

Tuğba Aydemir Özalp; Mine Canan Durmuşoğlu

Makale detayları

Investigating the Decision-Making Processes of Preschool Children in Project Works Based on Reggio Emilia Approach

Yazarlar:

Tuğba Aydemir Özalp | Mine Canan Durmuşoğlu

Yayıncı:

Hacettepe University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Vol.40 Issue 2, pp.129-156

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354746

pISSN:

2536-4758

Anahtar kelimeler:

Özet:

 The purpose of the current study is to investigate the development of the decision-making processes of preschool children through project works based on the Reggio Emilia Approach. The study group of the current study, which was conducted using the collaborative action research method, consisted of a preschool teacher and 14 children. The data collection process lasted for four months by using two action plans. In the study, data were collected using interviews, observations, diaries and the Decision-making skills assessment tool - child and parent forms. Qualitative data were analyzed by using the content analysis technique, and quantitative data were analyzed by using the Wilcoxon signed-rank test. As a result of the study, it was seen that the childrens decision-making skills improved and their decision-making processes emerged iteratively in the projects in four stages. However, it was observed that towards the end of the process, the children were more successful in creating goals, needed less teacher support, were able to develop a greater number of options, and used different methods other than guessing in the options they developed, such as getting advice and benefiting from past experiences. In addition, towards the end of the process, the children were observed to participate more actively in the selection process, exhibit independent decision-making behaviours in individual choices instead of being indecisive and choosing what was suggested and asking for help, and in joint choices, they exhibited behaviours such as counting, persuading and voting instead of obeying or opposing what their friends said.

 The purpose of the current study is to investigate the development of the decision-making processes of preschool children through project works based on the Reggio Emilia Approach. The study group of the current study, which was conducted using the collaborative action research method, consisted of a preschool teacher and 14 children. The data collection process lasted for four months by using two action plans. In the study, data were collected using interviews, observations, diaries and the Decision-making skills assessment tool - child and parent forms. Qualitative data were analyzed by using the content analysis technique, and quantitative data were analyzed by using the Wilcoxon signed-rank test. As a result of the study, it was seen that the childrens decision-making skills improved and their decision-making processes emerged iteratively in the projects in four stages. However, it was observed that towards the end of the process, the children were more successful in creating goals, needed less teacher support, were able to develop a greater number of options, and used different methods other than guessing in the options they developed, such as getting advice and benefiting from past experiences. In addition, towards the end of the process, the children were observed to participate more actively in the selection process, exhibit independent decision-making behaviours in individual choices instead of being indecisive and choosing what was suggested and asking for help, and in joint choices, they exhibited behaviours such as counting, persuading and voting instead of obeying or opposing what their friends said.

 The purpose of the current study is to investigate the development of the decision-making processes of preschool children through project works based on the Reggio Emilia Approach. The study group of the current study, which was conducted using the collaborative action research method, consisted of a preschool teacher and 14 children. The data collection process lasted for four months by using two action plans. In the study, data were collected using interviews, observations, diaries and the Decision-making skills assessment tool - child and parent forms. Qualitative data were analyzed by using the content analysis technique, and quantitative data were analyzed by using the Wilcoxon signed-rank test. As a result of the study, it was seen that the childrens decision-making skills improved and their decision-making processes emerged iteratively in the projects in four stages. However, it was observed that towards the end of the process, the children were more successful in creating goals, needed less teacher support, were able to develop a greater number of options, and used different methods other than guessing in the options they developed, such as getting advice and benefiting from past experiences. In addition, towards the end of the process, the children were observed to participate more actively in the selection process, exhibit independent decision-making behaviours in individual choices instead of being indecisive and choosing what was suggested and asking for help, and in joint choices, they exhibited behaviours such as counting, persuading and voting instead of obeying or opposing what their friends said.

 The purpose of the current study is to investigate the development of the decision-making processes of preschool children through project works based on the Reggio Emilia Approach. The study group of the current study, which was conducted using the collaborative action research method, consisted of a preschool teacher and 14 children. The data collection process lasted for four months by using two action plans. In the study, data were collected using interviews, observations, diaries and the Decision-making skills assessment tool - child and parent forms. Qualitative data were analyzed by using the content analysis technique, and quantitative data were analyzed by using the Wilcoxon signed-rank test. As a result of the study, it was seen that the childrens decision-making skills improved and their decision-making processes emerged iteratively in the projects in four stages. However, it was observed that towards the end of the process, the children were more successful in creating goals, needed less teacher support, were able to develop a greater number of options, and used different methods other than guessing in the options they developed, such as getting advice and benefiting from past experiences. In addition, towards the end of the process, the children were observed to participate more actively in the selection process, exhibit independent decision-making behaviours in individual choices instead of being indecisive and choosing what was suggested and asking for help, and in joint choices, they exhibited behaviours such as counting, persuading and voting instead of obeying or opposing what their friends said.

Makale detayları

Investigating the Decision-Making Processes of Preschool Children in Project Works Based on Reggio Emilia Approach

Yazarlar:

Tuğba Aydemir Özalp | Mine Canan Durmuşoğlu

Yayıncı:

Hacettepe University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Vol.40 Issue 2, pp.129-156

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354746

pISSN:

2536-4758

Preschool education

Reggio Emilia approach

thinking skills

decision-making process

project.Preschool education

Reggio Emilia approach

thinking skills

decision-making process

project

Sayı

Makale detayları

Yazarlar: Tuğba Aydemir Özalp | Mine Canan Durmuşoğlu

Yayıncı: Hacettepe University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Vol.40 Issue 2, pp.129-156

Belge Tipi: Makale

Yayın Tarihi: 7/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001354746

pISSN: 2536-4758

Sayı

Yazarlar:

Tuğba Aydemir Özalp | Mine Canan Durmuşoğlu

Yayıncı:

Hacettepe University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Vol.40 Issue 2, pp.129-156

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354746

pISSN:

2536-4758