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How Should Multicultural Education Be According to Preschool Teachers?

Year 2024, Volume: 6 Issue: 1, 106 - 129, 31.03.2024
https://doi.org/10.38151/akef.2024.133

Abstract

The aim of this study is to reveal how multicultural education should be according to preschool teachers. The study was organized in a multiple case study design from qualitative research methods. Participants were selected through purposive sampling and four preschool teachers with at least one student from different cultures were included in the study. Data were collected through semi-structured interviews and analyzed using descriptive analysis method. The findings are given under the themes of education program, teacher characteristics in multicultural environment, family involvement, learning environment and evaluation according to preschool teachers. The findings revealed that children from different cultures have deficiencies in language development and social emotional development. In addition, it was emphasized that the personality traits of a preschool teacher in a multicultural education environment should be impartial, unprejudiced, and inquisitive. Finally, the study revealed that families should be actively involved in the process, learning centers should be organized according to needs, and student evaluations should be individualized.

Ethical Statement

Burdur Mehmet Akif Ersoy University Non-Interventional Clinical Research Ethics Committee, Date 07.06.2023, Number: 2023/340.

References

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Türkiye’de Çokkültürlü Eğitim: Okul Öncesi Öğretmenlerine Göre Çokkültürlü Eğitim Nasıl Olmalıdır?

Year 2024, Volume: 6 Issue: 1, 106 - 129, 31.03.2024
https://doi.org/10.38151/akef.2024.133

Abstract

Bu araştırmanın amacı okul öncesi öğretmenlerine göre çokkültürlü eğitimin nasıl olduğunu ortaya çıkarmaktır. Çalışma nitel araştırma yöntemlerinden çoklu durum çalışması deseninde düzenlenmiştir. Katılımcılar amaçlı örneklem yoluyla seçilmiş ve en az bir farklı kültüre sahip öğrencisi bulunan dört okul öncesi öğretmeni çalışmaya dahil edilmiştir. Veriler yarı yapılandırılmış görüşmeler ile toplanmış ve betimsel analiz yöntemi ile analiz edilmiştir. Bulgular okul öncesi öğretmenlerine göre eğitim programı, çokkültürlü ortamındaki öğretmen özellikleri, aile katılımı, öğrenme ortamı ve değerlendirme temaları altında verilmiştir. Bulgular farklı kültürlerden gelen çocukların dil gelişiminde ve sosyal duygusal gelişiminde eksikliklerinin olduğunu ortaya çıkarmıştır. Bunun yanı sıra çokkültürlü eğitim ortamındaki bir okul öncesi öğretmeninin kişilik özelliklerinin tarafsız, önyargısız ve araştırmacı olması gerektiği vurgulanmıştır. Son olarak, araştırma ailelerin sürece aktif katılması gerektiğini, öğrenme merkezlerinin ihtiyaca göre düzenlenmesi gerektiğini ve öğrenci değerlendirmelerinin bireysel olması gerektiğini ortaya koymuştur.

References

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  • Adair, J. K. (2011). Affirming chances: What early childhood teacher educators can learn from immigrant preschool teachers. Journal of Early Childhood Teacher Education, 32(1), 55-71.
  • Amini, S. (2011). Parental involvement in multicultural preschool settings-A challenge for educators [Unpublished master's thesis]. Göteborgs Universitet, Sweden.
  • Ateş, A., & Şahin, S. (2021). Preschool teachers' opinions towards to multicultural education. Education Quarterly Reviews, 4(4). https://doi.org/10.31014/aior.1993.04.04.369
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  • Buchori, S., & Dobinson, T. (2015). Diversity in teaching and learning: Practitioners' perspectives in a multicultural early childhood setting in Australia. Australasian Journal of Early Childhood, 40(1), 71-79.
  • Bulut, M., & Sarıçam, H. (2016). Examining the effect of multicultural personality on multicultural education attitudes in preschool teachers and prospective teachers. Kırıkkale University Journal of Social Sciences, 6(1), 295-322.
  • Büyüköztürk, Ş., Çakmak Kılıç, E., Akgün, Ö. E., Karadeniz, Ş. and Demirel, F. (2023). Scientific research methods in education (34th Edition). Pegem publishing.
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  • Derman-Sparks, L. (2000). Anti-prejudice curriculum: Tools for empowering young children. NAEYC. https://www.teachingforchange.org/wp-content/uploads/2012/08/ec_antibiascurriculum_english.pdf.
  • Derman-Sparks, L. and A.B.C Task Force; (1989) Anti-Bias Curriculum: Tools For Empowering Young Children, NAEYC.
  • Farver, J. M., Xu, Y., Eppe, S., & Lonigan, C. J. (2006). Home environments and school readiness of young Latino children. Early Childhood Research Quarterly, 21, 196-212. https://doi.org/10.1016/j.ecresq.2006.04.008
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
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  • Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological foundations of naturalistic inquiry. Educational Communication and Technology Journal, 30 (4), 233-252.
  • Günay, R. & Aydın, H. (2015). Trends in research on multicultural education in Turkiye: A content analysis study. Education and Science, 40(178), 1-22. https://doi.org/10.15390/EB.2015.3294
  • Güneş, F. (2013). The power of words and mental dictionary. Siirt University Journal of Institute of Social Sciences, 1, 1-24. https://doi.org/10.13159/susbid.33
  • Hadley, E. B., & Mendez, K. Z. (2021). A systematic review of word choice in early childhood vocabulary instruction. Early Childhood Research Quarterly, 54, 44-59.
  • Handler, D., & Epstein, A. S. (2010). Nature education in preschool. Highscope Extensions, 25(2), 1-7.
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There are 98 citations in total.

Details

Primary Language English
Subjects Multicultural Education, Other Fields of Education (Other)
Journal Section Articles
Authors

Melike Yörüko 0000-0002-8795-2981

Özge Özel 0000-0003-4992-483X

Gül Dalgar 0000-0002-3980-9128

Early Pub Date March 30, 2024
Publication Date March 31, 2024
Submission Date January 9, 2024
Acceptance Date March 15, 2024
Published in Issue Year 2024 Volume: 6 Issue: 1

Cite

APA Yörüko, M., Özel, Ö., & Dalgar, G. (2024). How Should Multicultural Education Be According to Preschool Teachers?. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 6(1), 106-129. https://doi.org/10.38151/akef.2024.133

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