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Learning Centers in Turkish Preschools: A Phenomenological Study

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Abstract

This phenomenological study examines teachers’ self-reported practices related to the learning centers in classrooms that were recommended by the 2013 Turkish Preschool Curriculum and the conditions of such centers. Data from 38 female and six male preschool teachers were collected through a semi-structured interview protocol and an observation form developed by the researchers. This revealed that there were learning centers in nearly all classrooms, and most of the participants stated that their classrooms included block play, dramatic play, book and science areas. Approximately half of the sampled teachers regarded the quantity of learning centers in their classrooms as sufficient, whereas two-third of participants suggested that content of the centers were not. It was also observed that there were a variety of materials in each center, but some were in need of repair.

Résumé

Cette étude phénoménologique examine les pratiques autodéclarées des enseignants concernant les centres d'apprentissage dans les salles de classe qui ont été recommandés par le programme préscolaire turc de 2013, et les conditions de ces centres. Les données de 38 femmes et six enseignants du préscolaire ont été recueillies par le biais d'un protocole d'entretien semi-structuré et d'un formulaire d'observation développé par les chercheurs. Cela a révélé qu'il y avait des centres d'apprentissage dans presque toutes les salles de classe, et la plupart des participants ont déclaré que leurs salles de classe comprenaient des domaines de jeu de blocs, de jeu dramatique, de livres et de sciences. Environ la moitié des enseignants de l'échantillon considéraient que la quantité de centres d'apprentissage dans leurs salles de classe était suffisante, tandis que les deux tiers des participants ont suggéré que le contenu des centres ne l'était pas. Il a également été observé qu'il y avait une variété de matériaux dans chaque centre, mais que certains avaient besoin de réparations.

Resumen

Este estudio fenomenológico examina las prácticas autoinformadas de los docentes en relación con los centros de aprendizaje en las aulas que fueron recomendados por el Currículo Preescolar Turco de 2013 y las condiciones de dichos centros. Los datos de 38 maestras de preescolar mujeres y seis hombres fueron recolectados a través de un protocolo de entrevista semiestructurada y un formulario de observación desarrollado por los investigadores. Esto reveló que había centros de aprendizaje en casi todas las aulas, y la mayoría de los participantes afirmó que sus aulas incluían áreas de juegos con bloques, juegos dramáticos, libros y ciencias. Aproximadamente la mitad de los docentes de la muestra consideraron que la cantidad de centros de aprendizaje en sus aulas era suficiente, mientras que dos tercios de los participantes sugirieron que el contenido de los centros no lo era. También se observó que había una variedad de materiales en cada centro, pero algunos necesitaban reparación.

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Authors and Affiliations

  1. Faculty of Education, Van Yüzüncü Yıl University, 65080, Van, Türkiye

    Ramazan Sak & İkbal Tuba Şahin-Sak

  2. Faculty of Education, TED University, Ankara, Türkiye

    Çağla Öneren-Şendil

  3. Department of Humanities, Technological University Dublin, Dublin, Ireland

    Joanne McHale

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Sak, R., Şahin-Sak, İ.T., Öneren-Şendil, Ç. et al. Learning Centers in Turkish Preschools: A Phenomenological Study. IJEC (2023). https://doi.org/10.1007/s13158-023-00351-4

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