Family Involvement in Preschool Education: What Do Teachers Think and Do?

dc.authoridToran, Mehmet/0000-0003-3457-9113
dc.authoridToran, Mehmet/0000-0001-7882-8834
dc.authoridOzgen, Zeliha/0000-0001-5359-8323
dc.authorwosidToran, Mehmet/H-1901-2018
dc.authorwosidToran, Mehmet/AAI-5752-2021
dc.contributor.authorToran, Mehmet
dc.contributor.authorOzgen, Zeliha
dc.date.accessioned2024-05-25T11:19:12Z
dc.date.available2024-05-25T11:19:12Z
dc.date.issued2018
dc.departmentOkan Universityen_US
dc.department-temp[Toran, Mehmet] Istanbul Kultur Univ, Egitim Fak, Temel Egitim Bolumu, Okul Oncesi Egitimi Anabilimdalinda, Istanbul, Turkey; [Ozgen, Zeliha] Istanbul Okan Univ, Sosyal Bilimler Enstitusu, Okul Oncesi Egitimi Anabilimdali, Istanbul, Turkeyen_US
dc.descriptionToran, Mehmet/0000-0003-3457-9113; Toran, Mehmet/0000-0001-7882-8834; Ozgen, Zeliha/0000-0001-5359-8323en_US
dc.description.abstractOne 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.en_US
dc.identifier.citation1
dc.identifier.doi10.14689/issn.2148-2624.1.6c3s11m
dc.identifier.endpage245en_US
dc.identifier.issn2148-2624
dc.identifier.issue3en_US
dc.identifier.startpage229en_US
dc.identifier.urihttps://doi.org/10.14689/issn.2148-2624.1.6c3s11m
dc.identifier.urihttps://hdl.handle.net/20.500.14517/385
dc.identifier.volume6en_US
dc.identifier.wosWOS:000455272200011
dc.language.isotr
dc.publisherAni Publishingen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectFamily involvementen_US
dc.subjectfamilyen_US
dc.subjectpreschool teacheren_US
dc.subjectpreschool educationen_US
dc.titleFamily Involvement in Preschool Education: What Do Teachers Think and Do?en_US
dc.typeArticleen_US
dspace.entity.typePublication

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