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dc.date.accessioned2021-04-07T06:05:51Z
dc.date.available2021-04-07T06:05:51Z
dc.date.issued2020en_US
dc.identifier.citationArıkan, A. (2020). Schooling Experiences of Disadvantaged Children in Preschool: Attitudes, Engagement and Interactions. Eurasian Journal of Educational Research, 20(86), 1 - 24. Doi: 10.14689/ejer.2020.86.1en_US
dc.identifier.issn2528-8911
dc.identifier.urihttps://hdl.handle.net/11421/25729
dc.description.abstractPurpose: The research adopting children’s perspectives about early care and education has flourished since the adoption of UNCRC; however, the studies investigating experiences of children from diverse backgrounds in the literature are still scarce. This study aims to describe disadvantaged children’s experiences in a target preschool from their own perspectives. Research Methods: This study is part of a large-scale research project, and it focuses on disadvantaged children’s perspectives using a case study design. The case of interest included a specific group of people associated with a unique preschool designed for the disadvantaged children. The data comes from 26 children and their parents for this study. Child-interviews were the primary source of data. Parent-interviews, observations and other documents supplemented data analysis. The data was analyzed using ATLAS.ti 7 Software. Findings: The basic dimensions of schooling experiences included children’s attitudes toward school, engagement in daily activities, and echoes of school experiences at home. The findings suggest that access to resources does not mean quality educational experiences for all children, and there is room for improvement. Although disadvantaged children appeared to have positive attitudes toward school, their experiences involved limited engagement in certain activities. All children had inadequate stimulation and low-quality interactions with the parents at home regarding the school experiences. Comparing experiences based on gender, age, developmental milestones and family structure yielded some differences in children’s experiences of schooling. Implications for Research and Practice: This study highlights the need for inclusive and enriched educational practices for disadvantaged children. Future research may investigate children’s educational experiences in mixed schools and examine home-school connections.en_US
dc.language.isoengen_US
dc.relation.isversionof10.14689/ejer.2020.86.1en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEarly Childcare and Educationen_US
dc.subjectChildren’s Perspectivesen_US
dc.subjectLow-income Familiesen_US
dc.subjectInclusive Educationen_US
dc.subjectPovertyen_US
dc.titleSchooling experiences of disadvantaged children in preschool: attitudes, engagementand interactionsen_US
dc.typearticleen_US
dc.relation.journalEurasian Journal of Educational Researchen_US
dc.contributor.departmentAnadolu Üniversitesi, Eğitim Fakültesien_US
dc.contributor.authorID0000-0002-4602-8901en_US
dc.identifier.volume20en_US
dc.identifier.issue86en_US
dc.identifier.startpage1en_US
dc.identifier.endpage24en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.contributor.institutionauthorArıkan, Arzu


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