Research article | Open Access
International Journal of Progressive Education 2021, Vol. 17(3) 327-342
pp. 327 - 342 | DOI: https://doi.org/10.29329/ijpe.2021.346.21
Publish Date: June 07, 2021 | Single/Total View: 772/1.026 | Single/Total Download: 1.447/1.798
Abstract
The aim of the research is to determine pre-service preschool teachers' views on creating learning environments in preschool classrooms. Qualitative research methods were used in the research. The study group was composed of 35 pre-service preschool teachers. In this study, a semi-structured interview form was chosen as data collection tool. The data of the research was evaluated using content analysis. As a result of the research, pre-service preschool teachers stated that some physical and educational features should be taken into account while creating the learning environment. Pre-service preschool teachers also state that learning centers are the most important elements in the preschool learning environment. Pre-service preschool teachers consider the existence of learning centers to be important in preschool classroom. Also, pre-service preschool teachers stated that there are points to be considered while creating learning centers. In conclusion, pre-service preschool teachers have sufficient information about creating an effective learning environment.
Keywords: Learning Environment, Learning Centers, Early Childhood Education, Pre-service Teachers’ View
APA 7th edition
Karlidag, I.O. (2021). Creating Learning Environments in Preschool Classrooms: Perspectives of Pre-service Preschool Teachers. International Journal of Progressive Education, 17(3), 327-342. https://doi.org/10.29329/ijpe.2021.346.21
Harvard
Karlidag, I. (2021). Creating Learning Environments in Preschool Classrooms: Perspectives of Pre-service Preschool Teachers. International Journal of Progressive Education, 17(3), pp. 327-342.
Chicago 16th edition
Karlidag, Ipek Ozbay (2021). "Creating Learning Environments in Preschool Classrooms: Perspectives of Pre-service Preschool Teachers". International Journal of Progressive Education 17 (3):327-342. https://doi.org/10.29329/ijpe.2021.346.21