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

dc.authorid Toran, Mehmet/0000-0003-3457-9113
dc.authorid Toran, Mehmet/0000-0001-7882-8834
dc.authorid Ozgen, Zeliha/0000-0001-5359-8323
dc.authorwosid Toran, Mehmet/H-1901-2018
dc.authorwosid Toran, Mehmet/AAI-5752-2021
dc.contributor.author Toran, Mehmet
dc.contributor.author Ozgen, Zeliha
dc.date.accessioned 2024-05-25T11:19:12Z
dc.date.available 2024-05-25T11:19:12Z
dc.date.issued 2018
dc.department Okan University en_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, Turkey en_US
dc.description Toran, Mehmet/0000-0003-3457-9113; Toran, Mehmet/0000-0001-7882-8834; Ozgen, Zeliha/0000-0001-5359-8323 en_US
dc.description.abstract 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. en_US
dc.identifier.citationcount 1
dc.identifier.doi 10.14689/issn.2148-2624.1.6c3s11m
dc.identifier.endpage 245 en_US
dc.identifier.issn 2148-2624
dc.identifier.issue 3 en_US
dc.identifier.startpage 229 en_US
dc.identifier.uri https://doi.org/10.14689/issn.2148-2624.1.6c3s11m
dc.identifier.uri https://hdl.handle.net/20.500.14517/385
dc.identifier.volume 6 en_US
dc.identifier.wos WOS:000455272200011
dc.language.iso tr
dc.publisher Ani Publishing en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.subject Family involvement en_US
dc.subject family en_US
dc.subject preschool teacher en_US
dc.subject preschool education en_US
dc.title Family Involvement in Preschool Education: What Do Teachers Think and Do? en_US
dc.type Article en_US
dc.wos.citedbyCount 2

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