Practices of Preschool Teachers to Support the Social-Emotional and Cognitive Development of Immigrant Children

Nur Hilal Telli Demir; İrem Gürgah Oğul

Makale detayları

Practices of Preschool Teachers to Support the Social-Emotional and Cognitive Development of Immigrant Children

Yazarlar:

Nur Hilal Telli Demir | İrem Gürgah Oğul

Yayıncı:

Anadolu University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi | Kapsayıcı Eğitim

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 2, pp.384-412

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001352009

pISSN:

2146-4014

Anahtar kelimeler:

Özet:

 Children with migration experience may have many social and cognitive difficulties. They need to receive qualified education in order to overcome these difficulties, to adapt to their environment and to minimize the risks in their development. In multicultural educational environments where immigrant children live, the practices of preschool teachers are important. This study focuses on how teachers support the social-emotional and cognitive development of immigrant children, which are the areas where they experience the most difficulties. The purpose of this study is to examine the practices of preschool teachers to support the social-emotional and cognitive development of immigrant children in their classrooms. This study was designed with a case study, one of the qualitative research methods. The study group consists of 10 preschool teachers and 27 immigrant children, aged 4 to 6 in their classrooms. The data was obtained through observation and semi-structured interviews. Observations were carried out in each classroom at five different times for approximately 60 minutes. Additionally, individual semi-structured interviews were conducted with the teachers. Data obtained from observation and interview records were analyzed using descriptive analysis. As a result of the study, it has been determined that teachers play the roles of facilitator, standard-setterevaluator and coach in order to support childrens social-emotional skills while they carry out practices in the roles of facilitator, subject expert, standard-setterevaluator and coach in order to support their cognitive skills. This study confirms that teachers provide immigrant children with a variety of opportunities to support their social-emotional and cognitive development.

 Children with migration experience may have many social and cognitive difficulties. They need to receive qualified education in order to overcome these difficulties, to adapt to their environment and to minimize the risks in their development. In multicultural educational environments where immigrant children live, the practices of preschool teachers are important. This study focuses on how teachers support the social-emotional and cognitive development of immigrant children, which are the areas where they experience the most difficulties. The purpose of this study is to examine the practices of preschool teachers to support the social-emotional and cognitive development of immigrant children in their classrooms. This study was designed with a case study, one of the qualitative research methods. The study group consists of 10 preschool teachers and 27 immigrant children, aged 4 to 6 in their classrooms. The data was obtained through observation and semi-structured interviews. Observations were carried out in each classroom at five different times for approximately 60 minutes. Additionally, individual semi-structured interviews were conducted with the teachers. Data obtained from observation and interview records were analyzed using descriptive analysis. As a result of the study, it has been determined that teachers play the roles of facilitator, standard-setterevaluator and coach in order to support childrens social-emotional skills while they carry out practices in the roles of facilitator, subject expert, standard-setterevaluator and coach in order to support their cognitive skills. This study confirms that teachers provide immigrant children with a variety of opportunities to support their social-emotional and cognitive development.

 Children with migration experience may have many social and cognitive difficulties. They need to receive qualified education in order to overcome these difficulties, to adapt to their environment and to minimize the risks in their development. In multicultural educational environments where immigrant children live, the practices of preschool teachers are important. This study focuses on how teachers support the social-emotional and cognitive development of immigrant children, which are the areas where they experience the most difficulties. The purpose of this study is to examine the practices of preschool teachers to support the social-emotional and cognitive development of immigrant children in their classrooms. This study was designed with a case study, one of the qualitative research methods. The study group consists of 10 preschool teachers and 27 immigrant children, aged 4 to 6 in their classrooms. The data was obtained through observation and semi-structured interviews. Observations were carried out in each classroom at five different times for approximately 60 minutes. Additionally, individual semi-structured interviews were conducted with the teachers. Data obtained from observation and interview records were analyzed using descriptive analysis. As a result of the study, it has been determined that teachers play the roles of facilitator, standard-setterevaluator and coach in order to support childrens social-emotional skills while they carry out practices in the roles of facilitator, subject expert, standard-setterevaluator and coach in order to support their cognitive skills. This study confirms that teachers provide immigrant children with a variety of opportunities to support their social-emotional and cognitive development.

 Göç deneyimine sahip olan çocuklar sosyal ve bilişsel yönden birçok zorluk yaşamaktadırlar. Bu zorlukların üstesinden gelebilmeleri, çevrelerine uyum sağlayabilmeleri ve gelişimlerinde sahip oldukları risklerin en aza indirilebilmesi için nitelikli bir eğitim almaları gerekmektedir. Göçmen çocukların bulunduğu çokkültürlü eğitim ortamlarında okul öncesi öğretmenlerinin yaptığı uygulamalar önemlidir. Bu çalışma, göçmen çocukların en çok zorluk yaşadıkları alanlardan olan sosyal-duygusal ve bilişsel gelişimlerinin öğretmenler tarafından nasıl desteklendiğine odaklanmaktadır. Bu çalışmanın amacı, okul öncesi öğretmenlerinin sınıflarında bulunan göçmen çocukların sosyal-duygusal ve bilişsel gelişimlerini desteklemeye yönelik uygulamalarını incelemektir. Bu çalışma nitel araştırma yöntemlerinden durum çalışması ile desenlenmiştir. Çalışma grubu okul öncesi kurumuna devam eden 4-6 yaş arasındaki 10 okul öncesi öğretmeni ve sınıflarındaki 27 göçmen çocuktan oluşmaktadır. Araştırmanın verileri gözlem ve yarı yapılandırılmış görüşmeler yoluyla elde edilmiştir. Gözlemler her bir sınıfta beş farklı zamanda yaklaşık 60 dakikalık süreler boyunca gerçekleştirilmiştir. Ayrıca öğretmenler ile bireysel yarı yapılandırılmış görüşmeler yapılmıştır. Gözlem ve görüşme kayıtlarından elde edilen veriler betimsel analiz kullanılarak analiz edilmiştir. Çalışmanın sonucunda öğretmenlerin, çocukların sosyal-duygusal becerilerini destekleyebilmek için kolaylaştırıcı, değerlendirici ve koç rollerinde; bilişsel becerilerini destekleyebilmek için kolaylaştırıcı, konu uzmanı, değerlendirici ve koç rollerinde uygulamalar gerçekleştirdikleri tespit edilmiştir. Bu çalışma, öğretmenlerin göçmen çocukların sosyal-duygusal ve bilişsel olarak desteklenmesi için onlara çeşitli fırsatlar sunduğunu doğrulamaktadır.

Makale detayları

Practices of Preschool Teachers to Support the Social-Emotional and Cognitive Development of Immigrant Children

Yazarlar:

Nur Hilal Telli Demir | İrem Gürgah Oğul

Yayıncı:

Anadolu University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi | Kapsayıcı Eğitim

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 2, pp.384-412

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001352009

pISSN:

2146-4014

cognitive development

early childhood

immigrant children

teacher practices

social-emotional developmetbilişsel gelişim

göçmen çocuk

okul öncesi

öğretmen uygulamaları

sosyal-duygusal gelişim

Sayı

Makale detayları

Yazarlar: Nur Hilal Telli Demir | İrem Gürgah Oğul

Yayıncı: Anadolu University

Ana Başlıklar: Çocuk Gelişimi Eğitimi | Kapsayıcı Eğitim

Dergi: Anadolu Journal of Educational Sciences International Vol.15 Issue 2, pp.384-412

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001352009

pISSN: 2146-4014

Sayı

Yazarlar:

Nur Hilal Telli Demir | İrem Gürgah Oğul

Yayıncı:

Anadolu University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi | Kapsayıcı Eğitim

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 2, pp.384-412

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001352009

pISSN:

2146-4014