Browsing by Author "Ozgen, Zeliha"

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Citation Count: 0
Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches
(Nesibe Aydin Education inst, 2021) Ozgen, Zeliha; Atay, Mesude
The purpose of this study is to examine the teachers' attitudes working in preschool education institutions that implement the practices of Montessori, Reggio Emilia, and the Ministry of National Education (MoNE) program. This study was carried out in descriptive research (survey) method. The study group was composed of 81 teachers working at Montessori, Reggio Emiliainspired and MoNE preschools in Kadikoy, Maltepe and Atasehir districts of Istanbul. "Attitude Scale for Family Participation Studies for Teachers" was used as a data collection tool. In the analysis of the data, Kruskal Wallis and Mann Whitney U tests were used. As a result of data analysis; the attitude scores of the teachers working in the Reggio Emilia-inspired preschools were higher than the Montessori-inspired and MoNE preschools. In this context, it was detected that the Reggio Emilia approach is determinative on the teachers' attitudes regarding the family participation practices in preshools included in the study. According to the findings of the research, it was concluded that family participation studies of different educational approaches should be considered and implemented as an integrated approach according to the needs in Turkey.
Citation Count: 1
Family Involvement in Preschool Education: What Do Teachers Think and Do?
(Ani Publishing, 2018) Toran, Mehmet; Ozgen, Zeliha
One of the decisive elements of preschool education is the ability to conduct family involvement activities effectively. In this context, family involvement has a great importance in preschool education. With this in mind, the present research aims to examine teacher views on family involvement applied in preschool education institutions. This research was carried out using the phenomenological design pattern of qualitative research design. Snowboard sampling was used in the study group, and 19 women working in government and private kindergartens constituted the study group of preschool teachers in the research. Data from the study were collected using a semistructured interview technique and data were analysed using content analysis. As a result of the analysis of the data, three themes were identified as "awareness of family involvement ", "factors impeding family involvement " and "practices and strategies developed for family involvement ". As a result, it has been determined that preschool teachers are aware of family involvement, that family involvement and high benefit of the child are observed and that they have beliefs about the effect on the developmental and academic success of the child and that they have encountered obstacles in implementing family involvement and developed applications and strategies.