Determination of Primary Education Teachers' and Preschool Education Teachers' Views on School Readiness

Autor/inn/en	Koçak, Duygu; Incekara, Sema
Titel	Determination of Primary Education Teachers' and Preschool Education Teachers' Views on School Readiness
Quelle	In: Journal of Theoretical Educational Science, 13 (2020) 1, S.170-190 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Koçak, Duygu) ORCID (Incekara, Sema)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1308-1659
Schlagwörter	Elementary School Teachers; Preschool Teachers; Grade 1; Young Children; Teacher Attitudes; Expectation; School Readiness; Social Development; Emotional Development; Cognitive Development; Motor Development; Daily Living Skills; Peer Relationship; Self Esteem; Maturity (Individuals); Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Lehrerverhalten; Expectancy; Erwartung; Readiness for school; School ability; Schulreife; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Motorische Entwicklung; Alltagsfertigkeit; Peer-Beziehungen; Self-esteem; Selbstaufmerksamkeit; Reifung; Ausland; Türkei
Abstract	In this study, it is aimed to determine the opinions of preschool teachers and classroom teachers about school readiness. As in the current situation, since this research is aimed to be a qualitative approach, the research is a case study of qualitative research type. In the study, interviews were conducted with a total of 25 teachers including 15 primary school teachers and 10 preschool teachers and the interviews were conducted through a semi structured interview form. Content analysis was performed on the data obtained from the interviews. As a result of the research, it was seen that the primary education teachers' definitions and expectations about school readiness were higher than the preschool teachers. According to this, both groups stated that social-emotional development, motor development, cognitive development and self-care skills were important for starting school. Preschool education teachers have made fewer definitions for these themes. It is observed that primary education teachers' expectations in terms of cognitive development and readiness are higher than preschool education teachers'. They stated that children who do not complete their 72 months experience problems such as peer communication, lack of self-confidence, inability to perform self-care skills. In this respect, it is stated that children will have negative experiences in education as they cannot reach school readiness yet. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01