Evaluation of the Quality of Early Childhood Classrooms in Turkey

Autor/in	Gol-Guven, Mine
Titel	Evaluation of the Quality of Early Childhood Classrooms in Turkey
Quelle	In: Early Child Development and Care, 179 (2009) 4, S.437-451 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Young Children; Rating Scales; Foreign Countries; Preschool Teachers; Preschool Education; Program Evaluation; Program Effectiveness; Educational Quality; Public Schools; Private Schools; Observation; Parent Teacher Cooperation; Classroom Techniques; Classroom Environment; Teacher Student Relationship; Power Structure; Teacher Student Ratio; Teaching Methods; Family Involvement; Turkey; Turkey (Istanbul); Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Frühe Kindheit; Rating-Skala; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Private school; Privatschule; Beobachtung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Klassenführung; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrer-Schüler-Relation; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	The purpose of this study was to examine the quality of two types of Turkish early childhood education programs: private and public preschools. Three public and three private preschools in a district of Istanbul were randomly selected. The quality of preschools was assessed using the Early Childhood Environment Rating Scale developed by Harms et al. The preschools were visited by the researcher and were observed for a nine-hour school day. Observations indicate that activities such as daily routines, parent-teacher interactions, personal and professional needs are more appropriately handled by private preschool teachers than public preschool teachers. Shortcomings exist in both types of preschools in their physical class arrangements, authoritarian teacher child interactions, poor teacher-student ratio, and emphasis on structured and paper-pencil activities. Results suggest the need for Turkish preschool programs to be more child and family centered. (Contains 2 figures, 1 table and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10