Research Article
BibTex RIS Cite

Görselleri Düşünmek: Türkiye'deki Okul Öncesi Sınıflardaki Görsellerin İncelenmesi

Year 2023, Volume: 20 Issue: 54, 458 - 472, 31.07.2023
https://doi.org/10.26466/opusjsr.1264664

Abstract

Çocukların öğrenmesini kolaylaştıran önemli eğitim araçlarından biri olan görseller, çocuklara estetik bir bakış açısı sağlamakta ve sınıf yönetimine katkıda bulunmaktadır. Bu çalışmada, öğretmenlerin görüşlerine göre, okul öncesi sınıfların duvarlardaki görseller incelemiştir. Veriler, bu çalışma için geliştirilen Demografik Bilgi Formu ve Sınıf Görselleri Formu aracılığı ile Ankara'da çalışan 58 okul öncesi öğretmeninden toplanmıştır. Veriler, içerik analizi ile nitel olarak analiz edilmiştir. Bu çalışmada, genel olarak okul öncesi sınıflarda kullanılan görsellerin çocuk ürünlerini, temel kavramları ve sınıf kurallarını kapsadığı bulmuştur. Özellikle özel gereksinimli olan bireyler başta olmak üzere farklılıkları temsil eden görsellerin sınırlı olduğu ve çoğu öğretmenin bu görselleri, belirli gün ve haftalarda kullandıkları görülmüştür. Son olarak, öğretmenlerin büyük bölümü sınıfları için statik ve statik olmayan görselleri kendileri hazırlamaktadır. Okul öncesi öğretmenlerinin bakış açısı ile okul öncesi sınıflardaki görsellere ilişkin bir anlayış sunan bu çalışmanın bulguları, görsellerin küçük çocukların gelişimi ve öğrenmesi için önemine dikkat çekerek, sınıf ortamı ve öğrenme yöntemleri ile ilgili çalışan araştırmacıları ve uygulamacıları yönlendireceği düşünülmektedir.

References

  • Avcı, C., & Sağsöz, G. (2018). Okul öncesi eğitimde görsel sanat etkinliklerinin incelenmesi [Investigating visual art activities in early childhood education]. Kastamonu Eğitim Dergisi, 26(2), 403-412.
  • Akaroğlu, E. G., & Dereli, E. (2012). Okul öncesi çocuklarin görsel algi eğitimlerine yönelik geliştirilmiş eğitici oyuncaklarin çocuklarin görsel algilarina etkisi. [The effects of educational toys training designed to develop visual perception skills on the skills of visual perception in children]. Journal Of World Of Turks/Zeitschrift Für Die Welt Der Türken, 4(1). 201-219
  • Almeda, M. V., Scupelli, P., Baker, R. S., Weber, M., & Fisher, A. V. (2014). Clustering of design decisions in classroom visual displays. Proceedings of the 4th International Conference on Learning Analytics and Knowledge (pp. 44-48). New York.
  • Alpay, N. & Okur, M. R. (2021). Okul öncesi dönemdeki 5-6 yaş çocuklarının görsel okuryazarlık durumlarının ve dijital öğrenme içeriklerinin incelenmesi [Analysis of the digital learning content and the visual literacy status of 5-6-yearold preschool children]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7 (3), 1-34.
  • Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building & Environment, 59, 678–689. https://doi.org/10.1016/j.buildenv.2012.09.016
  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building & Environment, 89, 118–133. http://doi.org/10.1016/j.buildenv.2015.02.013
  • Brody, G., & Roach, K. (2012). A positive classroom environment is important for children. Pediatrics, 130(2), e224-e231.
  • Cannella, G., & Reiff, J. (1994). Teacher preparation for diversity. Equity & Excellence in Education, 27(3), 28–33.
  • Collingford, C. (1978). Wall displays- children’s reactions. Education 6 (2), 12-14.
  • Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th Ed.). New Jersey: Pearson Education.
  • Creswell, J. W. & Poth C. N. (2018). Qualitative inquiry & research design choosing among five approaches (5th Ed.). The United States of America, SAGE Publications.
  • Derman-Sparks L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children.
  • Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.
  • Division for Early Childhood. (2014). DEC recommended practices. Retrieved from https://d4ab05f7-6074-4ec9-998a-232c5d918236.filesusr.com/ugd/95f212_12c3bc4467b5415aa2e76e9fded1ab30.pdf
  • Errázuriz, L. & Portales, C. (2018), The visual differences of the classroom walls in Chilean primary schools. The International Journal of Art & Design Education (iJADE), 3 (1) 88-100. https://doi.org/10.1111/jade.12130
  • Favazza, P. C., Ostrosky, M. M., Meyer, L. E., Yu, S., & Mouzourou, C. (2017). Limited representation of individuals with disabilities in early childhood classes: Alarming or status quo?. International Journal of Inclusive Education, 21(6), 650-666.
  • Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological science, 25(7), 1362-1370. https://doi.org/10.1177/0956797614533801
  • Fowler, F. J. (2014). Survey research methods (5th ed.). Boston: Sage
  • Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478–493.
  • Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 161–178). Westport, CT: Ablex
  • Gayle-Evans, G. (2004). It is never too soon: A study of kindergarten teachers' implementation of multicultural education in Florida’s classrooms. Professional Educator, 26(2), 1-15.
  • Godwin, K.E., Leroux, A.J., Seltman, H., Scupelli, P., & Fisher, A.V. (2022). Effect of repeated exposure to the visual environment on young children's attention. Cognitive Science, 46, e13093. https://doi.org/10.1111/cogs.13093
  • Hanley, M., Khairat, M., Taylor, K., Wilson, R., Cole-Fletcher, R., & Riby, D. (2017). Classroom displays —attraction or distraction? Evidence of impact on attention and learning from children with and without autism.
  • Developmental Psychology, 53(7), 1265–1275. https://doi.org/10.1037/dev0000271
  • Harmon, J.M., K.D. Wood, W.B. Hedrick, J. Vintinner, & T. Willeford. (2009). Interactive word walls: More than just reading the writing on the walls. Journal of Adolescent & Adult Literacy, 52 (5), 398–408.
  • Hollestelle, C. H., & Kelly, R. R. (1972). Bulletin boards: No deposit—No return. TEACHING Exceptional Children, 5(1), 36–40. https://doi.org/10.1177/004005997200500110
  • Johnson, R. B. & Christensen, L. (2014). Educational research quantitative, qualitative, and mixed approaches (5th Ed.). United States of America: SAGE Publications.
  • Karabay, S. O. & Asi, D. Ş. (2015). Classroom rules used by preschool teachers and children’s levels of awareness relating to rules, İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 69-86. DOI: 10.17679/iuefd.16331426
  • Lane, C. (2008). Predictors of successful inclusion for children with vision impairment in early education (Doctoral thesis). Curtin University of Technology, Perth, Australia.
  • Lin, M., Lake, V. E. & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 35(2), 187-200
  • Manning, M. L. (Winter 2000). Understanding diversity, accepting others: Realities and directions. Educational Horizons, 77–79.
  • Martínez-Bello, V. E. & Martínez-Bello, J. T. (2017) Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments?, Early Years, 37(2), 173-188, DOI:10.1080/09575146.2016.1165186
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. [Qualitative research a guide to design and implementation] S. Turan (Trans. Ed.). Ankara: Nobel.
  • Meran, S., & Sucuoğlu, N. B. (2022). Türkiye’de okul öncesi eğitim ve kanıt temelli sınıf yönetimi stratejileri. [Early childhood educationand evidence-based classroom management strategies in Turkey] Erken Çocukluk Çalışmaları Dergisi, 6(1), 268-307. https://doi.org/10.24130/eccdjecs.1967202261408
  • Midobuche, E. (1999, April). Respect in the classroom: Reflections of a Mexican-American educator. Educational Leadership, 80–82.
  • Ministry of National Education [MoNE]. (2013). Preschool education program. Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • NAEYC. (1998). Accreditation criteria and procedures of the National Association for the Education of Young Children. Washington, DC: Author
  • Nikolaraizi, M., Kumar, P., Favazza, P., Sideridis, G., Koulousiou, D., & Riall, A. (2005). A cross-cultural examination of typically developing children’s attitudes toward individuals with special needs. International Journal of Disability, Development, and Education, 52(2), 101–119. doi:10.1080/10349120500086348
  • Ostrosky, M. Mouzourou, M., C., Dorsey, E. A., Favazza, P. C., & Leboeuf, L. M. (2015). Pick a book, any book using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18 (1), 30–43.
  • Özkan, B., & Girgin, F. (2014). Okul öncesi öğretmenlerinin görsel sanat etkinliği uygulamalarını değerlendirmesi. [Evaluation of virtual art activity applications by preschool teachers]. Electronic Journal of Vocational Colleges, 79-85
  • Prescott, T. (2000). Displays need not drive you up the wall. Early Years Educator, 1(11), 24-26. https://doi.org/10.12968/eyed.2000.1.11.15604
  • Salmon, M., & Akaran, S. E. (2001). Enrich your kindergarten program with a cross-cultural connection. Young Children, 56(4), 30–32.
  • Sandilos, L. E., Rimm, K. S. E., & Cohen, J. J. (2017). Warmth and demand: The relation between students’ perceptions of the classroom environment and achievement growth. Child Development, 88, 1321–1337. doi:10.1111/cdev.12685
  • Sanz, A. A., Jardón, P. & Gil, Y. L. (2019) The role of the classroom’s images. Study of visual culture at three schools. Visual Studies, 34(2), 107-118, DOI:10.1080/1472586X.2019.1653223
  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment, 31 (3), 351-380.
  • Skeet Creekmore, W. N. (1987). Effective use of classroom walls. Academic Therapy, 22(4),341–348. https://doi.org/10.1177/105345128702200401 .
  • Şahin, F., Yilmaz, A., Buldu, M., Aras, S., Buldu, M., & Akgül, E., (2022) Video based professional development on pedagogical documentation: a yearlong study with early childhood teachers, Educational Studies, https://doi.org/10.1080/03055698.2021.2024428
  • Tarr, P. (2004). Consider the walls. Young children, 59(3), 88-92.
  • UNESCO. (2020). Global education monitoring report 2020 on Inclusion and education: All means all. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373718
  • UNICEF (2013). Children and young people with disabilities fact sheet. Retrieved from http://www.unicef.org/disabilities/files/Factsheet_A5__Web_NEW.pdf
  • Willig, C. (2013). Introducing qualitative research in psychology (3rd ed.). Maidenhead: Open University Press.
  • Wingate, K. O., Rutledge, V. C. & Johnston, L. (2014). Preschool through grade 3: Choosing the right word walls for your classroom. YC Young Children, 69 (1), 52-57.
  • Yu, S., Ostrosky, M. M., Favazza, P. C., & Meyer, L. E. (2016). “Where are the kids like me?” classroom environments that help create a sense of belonging. T. Catalino and L. E. Meyer (Ed.), In Environment: Promoting meaningful access, participation, and inclusion, (pp. 113-124). (DEC Recommended Practices Monograph Series No. 2). Washington, DC: Division for Early Childhood.

Thinking about Visuals: Investigating Classroom Visuals in Turkish Preschools

Year 2023, Volume: 20 Issue: 54, 458 - 472, 31.07.2023
https://doi.org/10.26466/opusjsr.1264664

Abstract

Visuals, are significant instructional tools that facilitate children's learning, provide an aesthetic perspective, and contribute to classroom management. This study investigated preschool classroom visuals on walls from the perspective of preschool teachers. The data was collected from 58 preschool teachers working in Ankara by using the Demographic Information Form and Classroom Visuals Questionnaire developed for this study. The data were analyzed with content analysis qualitatively. This study has found that generally, the visuals used in preschool classrooms mainly display children's works, basic concepts, and classroom rules. There are limited visuals representing diversity, especially for people with special needs and most of the teachers use visuals related to diversity and people with special needs during special days and weeks. Finally, the majority of static and non-static visuals are created by the teachers for their classrooms. The findings of this study, which provide a snapshot of classroom visuals from the perspective of preschool teachers, yield interventionists and researchers who work on classroom environments and learning methods, emphasizing the importance of visuals in the development, and learning of young children.

References

  • Avcı, C., & Sağsöz, G. (2018). Okul öncesi eğitimde görsel sanat etkinliklerinin incelenmesi [Investigating visual art activities in early childhood education]. Kastamonu Eğitim Dergisi, 26(2), 403-412.
  • Akaroğlu, E. G., & Dereli, E. (2012). Okul öncesi çocuklarin görsel algi eğitimlerine yönelik geliştirilmiş eğitici oyuncaklarin çocuklarin görsel algilarina etkisi. [The effects of educational toys training designed to develop visual perception skills on the skills of visual perception in children]. Journal Of World Of Turks/Zeitschrift Für Die Welt Der Türken, 4(1). 201-219
  • Almeda, M. V., Scupelli, P., Baker, R. S., Weber, M., & Fisher, A. V. (2014). Clustering of design decisions in classroom visual displays. Proceedings of the 4th International Conference on Learning Analytics and Knowledge (pp. 44-48). New York.
  • Alpay, N. & Okur, M. R. (2021). Okul öncesi dönemdeki 5-6 yaş çocuklarının görsel okuryazarlık durumlarının ve dijital öğrenme içeriklerinin incelenmesi [Analysis of the digital learning content and the visual literacy status of 5-6-yearold preschool children]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7 (3), 1-34.
  • Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building & Environment, 59, 678–689. https://doi.org/10.1016/j.buildenv.2012.09.016
  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building & Environment, 89, 118–133. http://doi.org/10.1016/j.buildenv.2015.02.013
  • Brody, G., & Roach, K. (2012). A positive classroom environment is important for children. Pediatrics, 130(2), e224-e231.
  • Cannella, G., & Reiff, J. (1994). Teacher preparation for diversity. Equity & Excellence in Education, 27(3), 28–33.
  • Collingford, C. (1978). Wall displays- children’s reactions. Education 6 (2), 12-14.
  • Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th Ed.). New Jersey: Pearson Education.
  • Creswell, J. W. & Poth C. N. (2018). Qualitative inquiry & research design choosing among five approaches (5th Ed.). The United States of America, SAGE Publications.
  • Derman-Sparks L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children.
  • Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.
  • Division for Early Childhood. (2014). DEC recommended practices. Retrieved from https://d4ab05f7-6074-4ec9-998a-232c5d918236.filesusr.com/ugd/95f212_12c3bc4467b5415aa2e76e9fded1ab30.pdf
  • Errázuriz, L. & Portales, C. (2018), The visual differences of the classroom walls in Chilean primary schools. The International Journal of Art & Design Education (iJADE), 3 (1) 88-100. https://doi.org/10.1111/jade.12130
  • Favazza, P. C., Ostrosky, M. M., Meyer, L. E., Yu, S., & Mouzourou, C. (2017). Limited representation of individuals with disabilities in early childhood classes: Alarming or status quo?. International Journal of Inclusive Education, 21(6), 650-666.
  • Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological science, 25(7), 1362-1370. https://doi.org/10.1177/0956797614533801
  • Fowler, F. J. (2014). Survey research methods (5th ed.). Boston: Sage
  • Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478–493.
  • Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 161–178). Westport, CT: Ablex
  • Gayle-Evans, G. (2004). It is never too soon: A study of kindergarten teachers' implementation of multicultural education in Florida’s classrooms. Professional Educator, 26(2), 1-15.
  • Godwin, K.E., Leroux, A.J., Seltman, H., Scupelli, P., & Fisher, A.V. (2022). Effect of repeated exposure to the visual environment on young children's attention. Cognitive Science, 46, e13093. https://doi.org/10.1111/cogs.13093
  • Hanley, M., Khairat, M., Taylor, K., Wilson, R., Cole-Fletcher, R., & Riby, D. (2017). Classroom displays —attraction or distraction? Evidence of impact on attention and learning from children with and without autism.
  • Developmental Psychology, 53(7), 1265–1275. https://doi.org/10.1037/dev0000271
  • Harmon, J.M., K.D. Wood, W.B. Hedrick, J. Vintinner, & T. Willeford. (2009). Interactive word walls: More than just reading the writing on the walls. Journal of Adolescent & Adult Literacy, 52 (5), 398–408.
  • Hollestelle, C. H., & Kelly, R. R. (1972). Bulletin boards: No deposit—No return. TEACHING Exceptional Children, 5(1), 36–40. https://doi.org/10.1177/004005997200500110
  • Johnson, R. B. & Christensen, L. (2014). Educational research quantitative, qualitative, and mixed approaches (5th Ed.). United States of America: SAGE Publications.
  • Karabay, S. O. & Asi, D. Ş. (2015). Classroom rules used by preschool teachers and children’s levels of awareness relating to rules, İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 69-86. DOI: 10.17679/iuefd.16331426
  • Lane, C. (2008). Predictors of successful inclusion for children with vision impairment in early education (Doctoral thesis). Curtin University of Technology, Perth, Australia.
  • Lin, M., Lake, V. E. & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 35(2), 187-200
  • Manning, M. L. (Winter 2000). Understanding diversity, accepting others: Realities and directions. Educational Horizons, 77–79.
  • Martínez-Bello, V. E. & Martínez-Bello, J. T. (2017) Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments?, Early Years, 37(2), 173-188, DOI:10.1080/09575146.2016.1165186
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. [Qualitative research a guide to design and implementation] S. Turan (Trans. Ed.). Ankara: Nobel.
  • Meran, S., & Sucuoğlu, N. B. (2022). Türkiye’de okul öncesi eğitim ve kanıt temelli sınıf yönetimi stratejileri. [Early childhood educationand evidence-based classroom management strategies in Turkey] Erken Çocukluk Çalışmaları Dergisi, 6(1), 268-307. https://doi.org/10.24130/eccdjecs.1967202261408
  • Midobuche, E. (1999, April). Respect in the classroom: Reflections of a Mexican-American educator. Educational Leadership, 80–82.
  • Ministry of National Education [MoNE]. (2013). Preschool education program. Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • NAEYC. (1998). Accreditation criteria and procedures of the National Association for the Education of Young Children. Washington, DC: Author
  • Nikolaraizi, M., Kumar, P., Favazza, P., Sideridis, G., Koulousiou, D., & Riall, A. (2005). A cross-cultural examination of typically developing children’s attitudes toward individuals with special needs. International Journal of Disability, Development, and Education, 52(2), 101–119. doi:10.1080/10349120500086348
  • Ostrosky, M. Mouzourou, M., C., Dorsey, E. A., Favazza, P. C., & Leboeuf, L. M. (2015). Pick a book, any book using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18 (1), 30–43.
  • Özkan, B., & Girgin, F. (2014). Okul öncesi öğretmenlerinin görsel sanat etkinliği uygulamalarını değerlendirmesi. [Evaluation of virtual art activity applications by preschool teachers]. Electronic Journal of Vocational Colleges, 79-85
  • Prescott, T. (2000). Displays need not drive you up the wall. Early Years Educator, 1(11), 24-26. https://doi.org/10.12968/eyed.2000.1.11.15604
  • Salmon, M., & Akaran, S. E. (2001). Enrich your kindergarten program with a cross-cultural connection. Young Children, 56(4), 30–32.
  • Sandilos, L. E., Rimm, K. S. E., & Cohen, J. J. (2017). Warmth and demand: The relation between students’ perceptions of the classroom environment and achievement growth. Child Development, 88, 1321–1337. doi:10.1111/cdev.12685
  • Sanz, A. A., Jardón, P. & Gil, Y. L. (2019) The role of the classroom’s images. Study of visual culture at three schools. Visual Studies, 34(2), 107-118, DOI:10.1080/1472586X.2019.1653223
  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment, 31 (3), 351-380.
  • Skeet Creekmore, W. N. (1987). Effective use of classroom walls. Academic Therapy, 22(4),341–348. https://doi.org/10.1177/105345128702200401 .
  • Şahin, F., Yilmaz, A., Buldu, M., Aras, S., Buldu, M., & Akgül, E., (2022) Video based professional development on pedagogical documentation: a yearlong study with early childhood teachers, Educational Studies, https://doi.org/10.1080/03055698.2021.2024428
  • Tarr, P. (2004). Consider the walls. Young children, 59(3), 88-92.
  • UNESCO. (2020). Global education monitoring report 2020 on Inclusion and education: All means all. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373718
  • UNICEF (2013). Children and young people with disabilities fact sheet. Retrieved from http://www.unicef.org/disabilities/files/Factsheet_A5__Web_NEW.pdf
  • Willig, C. (2013). Introducing qualitative research in psychology (3rd ed.). Maidenhead: Open University Press.
  • Wingate, K. O., Rutledge, V. C. & Johnston, L. (2014). Preschool through grade 3: Choosing the right word walls for your classroom. YC Young Children, 69 (1), 52-57.
  • Yu, S., Ostrosky, M. M., Favazza, P. C., & Meyer, L. E. (2016). “Where are the kids like me?” classroom environments that help create a sense of belonging. T. Catalino and L. E. Meyer (Ed.), In Environment: Promoting meaningful access, participation, and inclusion, (pp. 113-124). (DEC Recommended Practices Monograph Series No. 2). Washington, DC: Division for Early Childhood.
There are 53 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Naciye Öztürk 0000-0002-4253-8365

Early Pub Date July 31, 2023
Publication Date July 31, 2023
Published in Issue Year 2023 Volume: 20 Issue: 54

Cite

APA Öztürk, N. (2023). Thinking about Visuals: Investigating Classroom Visuals in Turkish Preschools. OPUS Journal of Society Research, 20(54), 458-472. https://doi.org/10.26466/opusjsr.1264664