International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2021, Vol. 17(3) 327-342

Creating Learning Environments in Preschool Classrooms: Perspectives of Pre-service Preschool Teachers

İpek Özbay Karlıdağ

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

PDF Download

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

How to Cite this Article?

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

References
  1. Abbas, M. Y., & Othman, M. (2011). Social behaviours between urban and non-urban pre-school children. Procedia-Social and Behavioral Sciences, 30, 2001-2009. [Google Scholar]
  2. Aksoy, P. (2009). Okul öncesi eğitim kurumlarının eğitim ortamlarının niteliğinin bazı değişkenler açısından incelenmesi. Unpublished Master Thesis, Ankara University, Educational Sciences Institute, Ankara. [Google Scholar]
  3. Aysu, B. & Aral, N (2016). Okul öncesi öğretmenlerinin öğrenme merkezleri hakkındaki görüş ve uygulamalarının incelenmesi, Kastamonu Eğitim Dergisi, 24(5), 2561-2574. [Google Scholar]
  4. Beaty, J. (2013). Preschool appropriate practices: environment curriculum and development. Australia: Wadsworth Cengage Learning. [Google Scholar]
  5. Bekman, S. (1982). Preschool education in Turkey: a study of the relations between children's behaviour, the aims of the programme, and the sex and social class of the child. Doctoral dissertation, University of London, London. [Google Scholar]
  6. Bottini, M., & Grossman, S. (2005). Center-based teaching and children's learning: The effects of learning centers on young children's growth and development. Childhood Education, 81(5), 274-277. [Google Scholar]
  7. Burchinal, M.R., & Cryer, D. (2003). Diversity, child care quality, and developmental outcomes. Early Childhood Research Quarterly, 18(4); 401–426. [Google Scholar]
  8. Burchinal, M.R., Peisner-Feinberg, E., Bryant, D.M., & Clifford, R. (2000). Children’s social and cognitive development and child-care quality: testing for differential associations related to poverty, gender, or ethnicity. Applied Developmental Science, 4(3), 149-165. DOI:10.1207/S1532480XADS0403_4 [Google Scholar]
  9. Ceglowski, D., & Bacigalupa, C. (2002). Four perspectives on child care quality. Early Childhood Education Journal, 30(2), 87-92. [Google Scholar]
  10. Çakır, A. (2011). Okul öncesinde ilgi köşelerinin düzenlenmesinin ve kullanılmasının öğretmen görüşlerine göre değerlendirilmesi. Unpublished Master Thesis, Çanakkale Onsekiz Mart University, Çanakkale. [Google Scholar]
  11. Dearing vd. (2009). Does higher quality early child care promote low-income children’s math and reading achievement in middle childhood?. Child Development, 80(5), 1329-1349. DOI:10.1111/j.1467-8624.2009.01336.x [Google Scholar]
  12. Demiriz, S., Karadağ, A. & Ulutaş. İ. (2003). Okul öncesi eğitim kurumlarında eğitim ortamı ve donanım. Ankara: Anı Yayıncılık [Google Scholar]
  13. Diffily, D., Donaldson, E., & Sassman, C. (2001). The scholastic book of early childhood learning center. New York, DC: Scholatic. Inc. [Google Scholar]
  14. Durmuşoğlu, M.C. (2008). An examination of the opinions of preschool teachers about preschool learning settings in their schools. Eurasian Journal of Educational Research, 32, 39-54. [Google Scholar]
  15. Erşan, Ş. (2011). Okul öncesi eğitim kurumlarında görev yapan öğretmenlerin ilgi köşelerinde serbest oyun etkinlikleri ile ilgili görüş ve uygulamalarının incelenmesi. Unpublished Doctoral Thesis, Gazi University, Educational Sciences Institute, Ankara. [Google Scholar]
  16. Feyman, N. (2006). Okul öncesi eğitim kurumlarında kalitenin çocukların gelişim alanları üzerine etkisinin incelenmesi. Unpublished Master Thesis, Hacettepe University, Ankara. [Google Scholar]
  17. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children's pre-academic achievement in pre-kindergarten programs. Early childhood research quarterly, 23(1), 27-50. DOI: 10.1016/j.ecresq.2007.05.002 [Google Scholar]
  18. Isbell, R. T. (1995). The complete learning center book. Gryphon House, Inc. [Google Scholar]
  19. Isbell, R. T., & Exelby, B. (2001). Early learning environments that work. Gryphon House, Inc. [Google Scholar]
  20. Isbell, R. T., & Isbell, C. (2003). The Complete Learning Spaces Book for Infants and Toddlers: 54 Integrated Areas with Play Experiences. Gryphon House, Inc. [Google Scholar]
  21. Kağıtçıbaşı, Ç., Sunar, D., & Bekman, S. (1988). Comprehensive preschool education project: Final report. Canada: IDRC Publications. [Google Scholar]
  22. Knopf, H. T. & Welsh, K. L. (2010). Preschool materials guide. Child Development Research Center, University of South Carolina. http://www.sc-ccrr.org/media/736/ preschool-materials.pdf [Google Scholar]
  23. Lundgren, M.W. (1998). Learning center system preschool resource guide. http://www.center-school.org/ocdel/online/documents/handout-1- lcsresourceguidemw.pdf [Google Scholar]
  24. Mashburn, A.J., Pianta, R.C., et al. (2008). Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills. Child Development, 79(3), 732-749. DOI:10.1111/j.1467-8624.2008.01154.x. [Google Scholar]
  25. Maxwell, L.E. (2007). Competency in child care settings. the role of the physical environment. Environment and Behavior, 39(2),229-245, DOI: 10.1177/0013916506289976 [Google Scholar]
  26. Maxwell, L. E., & Chmielewski, E. J. (2008). Environmental personalization and elementary school children's self-esteem. Journal of Environmental Psychology, 28(2), 143-153. [Google Scholar]
  27. MoNE. (2013). Okul Öncesi Eğitim Programı. Ankara: Meb Basımevi. [Google Scholar]
  28. Moore, G. T. (1987). The physical environment and cognitive development in child-care centers. In Spaces for children (pp. 41-72). Springer, Boston, MA. [Google Scholar]
  29. Moyer, J. (2001). The child-centered kindergarten: a position paper: Association for childhood education international. Childhood Education, 77(3), 161-166. [Google Scholar]
  30. Null, C. & Sima, P. (2000). Learning center for intermediate classrooms. U.S.A: Teacher Created resources, Inc. [Google Scholar]
  31. OECD. (2006). Starting Strong II: Early Childhood Education and Care. Paris: OECD. [Google Scholar]
  32. Ögelman, H. G. (2014). Okul öncesi eğitim kurumlarında serbest zaman etkinliklerinin gözlemlenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(26), 125-138. [Google Scholar]
  33. Ögelman, H. G., & Karakuzu, E. (2016). MEB 2013 Okul öncesi eğitim programında belirtilen öğrenme merkezlerinin uygulamaya yansımalarının incelenmesi: Aydın ili örneği. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 6(2), 73-98. [Google Scholar]
  34. Ömeroğlu-Turan, E. & Turan, M. (1998). Okul öncesi eğitim kurumlarının fiziksel koşullarının ergonomik yönden değerlendirilmesi. Altıncı Ergonomi Kongresi Bildiri Kitabı, 565-575. [Google Scholar]
  35. Öncü Çelebi, E. (2015). Okul öncesi öğretmenlerinin öğrenme merkezleri düzenlemeye ilişkin görüşlerinin incelenmesi. Hacettepe Üniversitesi 4. Uluslararası Okul Öncesi Eğitimi Kongresi, Ankara. [Google Scholar]
  36. Öncü Çelebi, E. (2017). Okul öncesi çocuklarının sınıflarında yapılandırdıkları öğrenme merkezlerinin incelenmesi. Kastamonu Eğitim Dergisi, 25 (2), 1-15. [Google Scholar]
  37. Özdemir, S., Bacanlı, H. & Sözer, M. (2007) Türk eğitim derneği. türkiye’de okulöncesi eğitim ve ilköğretim sistemi. Temel sorunlar ve çözüm önerileri. Ankara: TED. [Google Scholar]
  38. Özyürek, A., & Aydoğan, Y. (2011). Okul öncesi öğretmenlerinin serbest zaman etkinliklerine ilişkin uygulamalarının incelenmesi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 22, 41-58. [Google Scholar]
  39. Parlakyıldız & Aydın (2004), Okulöncesi dönem fen eğitiminde fen ve doğa köşesinin kullanımına yönelik bir inceleme. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004, İnönü Üniversitesi, Eğitim Fakültesi, Malatya, Türkiye. [Google Scholar]
  40. Patton, M. Q. (2014). Qualitative research and evaluation methods. M. Butun & S. B. Demir (Tr. Eds.). Ankara: PegemAkademi. [Google Scholar]
  41. Peisner-Feinberg, E.S., Burchinal, M.R., et al. (2001). The relation of preschool child-care quality to children’s cognitive and social development trajectories through second grade. Child Development, 72(5), 1537-1553. DOI: 10.1111/1467-8624.00364 [Google Scholar]
  42. Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?. Applied developmental science, 9 (3), 144-159. DOI: 10.1207/s1532480xads0903_2 [Google Scholar]
  43. Pool, J. L., & Carter, D. R. (2011). Creating print-rich learning centers. Teaching Young Children, 4 (4), 18-20. [Google Scholar]
  44. Poyraz, H. & Dere, H. (2001). Okulöncesi Eğitiminin İlke ve Yöntemleri. Ankara: Anı Yayıncılık. [Google Scholar]
  45. Prevost, R. (2003). Much more a learning center. Canada: Trafford Publishing, ISBN-10: 1412002109 ISBN-13: 978-1412002103 [Google Scholar]
  46. Riedler, M. & Eryaman M.Y. (2016). Complexity, Diversity and Ambiguity in Teaching and Teacher Education: Practical Wisdom, Pedagogical Fitness and Tact of Teaching. International Journal of Progressive Education. 12(3): 172-186 [Google Scholar]
  47. Sabol, T. J., Soliday Hong, S. L., Pianta, R. C., & Burchinal, M. R. (2013). Can rating pre-K programs predict children’s learning? Science, 341, 845–846. [Google Scholar]
  48. Sanoff, H. (1995). Creating environment for young children. Washington D.C.: National Endowment for the Arts. North Carolina University. [Google Scholar]
  49. Shaari, M. F., & Ahmad, S. S. (2016). Physical learning environment: Impact on children school readiness in Malaysian preschools. Procedia-Social and Behavioral Sciences, 222, 9-18. [Google Scholar]
  50. Sheridan, S., Giota, J., Han, Y.M., & Kwon, J.Y. (2009). A cross-cultural study of preschool quality in South Korea and Sweden: ECERS evaluations. The Early Childhood Research Quarterly, 24, 142- 156. DOI: 10.1016/j.ecresq.2009.03.004 [Google Scholar]
  51. Stanković, D. & Stojić, J. (2007). Psycho–developing needs of children and spatial features for children’s stay. Architecture and Civil Engineering, 5(1), 71-75. [Google Scholar]
  52. Stephens, K. (1996). The child care professional. USA: Mc Graw Hill. [Google Scholar]
  53. Thomason, A. C., & La Paro, K. M. (2009). Measuring the quality of teacher–child interactions in toddler child care. Early Education and Development, 20, 285–304. DOI:10.1080/10409280902773351 [Google Scholar]
  54. Tu, T. (2006). Preschool science environment: What is available in a preschool classroom?. Early Childhood Education Journal, 33(4), 245-251. [Google Scholar]
  55. UNESCO. (2005). EFA global monitoring report 2005: Education for All, the quality imperative. Paris: UNESCO. [Google Scholar]
  56. Ulutaş, İ., & Demiriz, S. (2006). Okul Öncesi Öğretmenlerinin İlgi Köşelerini Düzenlemeye Yönelik Yaklaşımlarının Belirlenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi 1. Uluslararası Okul Öncesi Eğitim Kongresi, III. Cilt:143-152. (Yay.Haz.:O.Ramazan, K.Efe, G.Güven). İstanbul:Ya-Pa Yayın Pazarlama. [Google Scholar]
  57. West, T.L. (2011). Environments for young children: a qualitative study and design of health and nurturing preschool environments. Unpublished Master Thesis, The Florida State University, College of Visual Arts, Theatre, and Dance, Florida. [Google Scholar]
  58. Yalçın, M. (2011). Okulöncesi eğitim mekânlarında fiziksel çevrenin çocuk gelişimine etkisi ve mekân oluşumunu etkileyen psiko-sosyal belirleyiciler. Sanatta Yeterlilik Tezi, Hacettepe University, Ankara. [Google Scholar]
  59. Yoleri, S. & Tetik, G. (2018). Strategies used by preschool teachers to organize and manage learning centers. Educational Science Research in the Globalizing World. Sofia: St. Kliment Ohridski University Press. [Google Scholar]
Meta
Vol. 17 (3)
Download
Metric
History
Related

Volume 17 Issue 3

June 2021

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.