Theory and Practice in Child Development

An Examination of Preschool Teacher Candidates' Pedagogical Conceptualizations of Multiculturalism in terms of Their Competence Perceptions

Ali Yiğit Kutluca — 2024-07-01

The purpose of this mixed method study is to examine the effect of preschool teacher candidates' multicultural competence perceptions on their pedagogical views. Within the scope of this purpose, 63 fourth grade students studying in the preschool teaching department of a foundation university in Istanbul were included in the study. First, the Multicultural Competence Perceptions Scale was applied to all participants. In this way, the level of competence perception of the participants was determined. In addition, in the process of determining the subsample, four participants with high levels of multicultural competence perceptions were included in the higher group and four participants with low levels of multicultural competence perceptions were included in the lower group. After this, preschool teacher candidates in the lower and higher groups answered the questions with the help of five case scenarios on multicultural education in early childhood. While the quantitative data collected within the scope of the research were analyzed with descriptive statistics, the qualitative data were analyzed with inductive content analysis. The results showed that preschool teacher candidates' multicultural competence perceptions were high. On the other hand, preschool teacher candidates with higher competence perceptions evaluated issues related to multicultural education more holistically. Finally, all participants in the lower and higher groups expressed the idea of equity pedagogy in the context of promoting a positive classroom climate in early childhood education. The results were discussed in depth based on the existing literature and necessary suggestions were given regarding their educational implications.

Examining the Relationship between Executive Function Skills and Grade Points of Pre-Service Preschool Teachers

Dicle Akay — 2024-07-01

With executive function skills, individuals become aware of their own structure and learning characteristics. As a result of studies conducted with university students, it is thought that executive function skills and grade points are related. However, there is no study conducted with pre-service preschool teachers who will work in close relationships with children throughout their professional lives. Therefore, the aim of this study is to examine the relationship between executive function skills and grade points of pre-service preschool teachers. The data obtained from 540 university students face-to-face with consent form were analysed with SPSS software. It was found that there was no significant relationship between executive function skills and grade points regardless of grade level and according to grade level. In addition, while there was no significant difference in students' executive function skills according to grade level, a significant difference was found in students' grade points.

Playwork Practices' Impact on Pre-service Preschool Teachers' Understanding of Play and Insights into Pedagogy of Play

Ozge Metin Aslan — 2024-07-01

This study investigates how playwork practices enhance the professional development of pre-service preschool teachers (PSTs) and explored the power of playwork practices on pre-service teachers' perceptions of play. Titled "Play for the Planet," the project involved 32 PSTs from early childhood education courses at a university, impacting around 650 preschool children and 300 families across two phases beginning in 2021. As part of their training, the PSTs managed loose playgrounds in a local open traditional park space and evaluated the impact of playwork practices on their growth and understanding of play. The findings reveal that playwork with loose parts not only deepens PSTs' comprehension of children's play but also significantly advances their professional development, fostering a richer appreciation of the pedagogy of play and equipping future educators with the skills to effectively support holistic child development.

A Tale of Two Childhoods: Exploring Holistic Development of Preschoolers in a Rural and Urban Community

Iyanuoluwa Olalowo — 2024-07-01

Rural-urban disparities are facts that have continually raised significant discrepancies in the discussion of early childhood education, which encompasses all domains of childhood development. Literature abounds, especially on how these disparities have played out in the preschool environmental resources. Still, little is known comparatively about the development of preschoolers in rural and urban educational settings. This study aims to explore the holistic development of preschoolers in Ibadan's Rural and Urban Communities. We anchored the study on ecological systems theory. One research question and hypothesis were raised and tested. A multistage sampling procedure was adopted as a total sample for the study was 33 schools and 132 children in the selected schools. The Multiple Domain Development Observation Scale for Pre-primary Children was used for data collection. Descriptive statistics of frequency counts and percentages were used in order to answer the research question, while inferential statistics of the t-test were used to test the hypothesis. Children in rural centers (3.40) have improved physical development when compared to urban children (2.70); there is a significant difference between rural and urban pre-primary school children’s physical development (t = -2.612; df =130, p<0.05). This study affirmed that the holistic development of pre-primary children generally varies with respect to their developmental domains and school location. It recommended that children across settings should be given equal opportunities to explore their environment for improved holistic development.

The Relationship between Social Support and Stress and Burnout Levels of Mothers of Children Diagnosed with Autism Spectrum Disorder

Selin Sit — 2024-07-01

This study aims to reveal the relationship between social support perception and stress and burnout levels of mothers with children diagnosed with autism spectrum disorder (ASD).The sample of the research consists of 150 mothers with the children with ASD who received counseling services in 2022. The data of the study were collected using Personal Information Form, Multidimensional Scale of Perceived Social Support, Perceived Stress Scale and Maslach Burnout Scale. SPSS 21 Package Program was used for data analysis. Parametric and non-parametric statistical analyzes were carried out within the scope of the distribution of the data. In the analysis of the data, t-test, Pearson Correlation test, one-way analysis of variance (ANOVA) and Post-Hoc test statistics were used. The findings of the study revealed that social support perceptions of mothers with the children with ASD predicted stress and burnout, in other words, there was a significant relationship between social support perceptions and stress and burnout. In the study, it was also determined that there was a statistically significant relationship between the mothers' age, marital status, education level, the number of children they had and their average monthly income, and the perception of social support, stress and burnout.

The Role of the Claustrum in Sensory and Cognitive Development

Mehmet Kartal — 2024-07-01

The claustrum is an important complex neuronal anatomic brain structure whose evolutionary process remains elucidated. The structure in question plays a key role in cognitive and sensory performances. Although it is an increasingly researched topic, especially regarding the importance of differences in children and adults with developmental differences, it is still possible to find very few publications. There are also studies arguing that claustrum is important for the risks of conditions such as autism, depression, anxiety, and Attention Deficit Hyperactivity Disorder and their response to treatment. In this short traditional review, the general anatomical structure of the claustrum and some current research results regarding this structure will be evaluated.

Mixing it Up: Exploring Fizzical-Science through Play

Amber Beisly — 2024-07-13

Young children have many opportunities to investigate physical science and chemistry concepts through play and exploration. While formal chemistry lessons are not within the scope of an early childhood classroom, there are ways to encourage children to engage in the processes of chemists. This article presents a framework for how to structure science lessons in the classroom that build upon children’s theories and prior experiences. With a focus on mixing and how physical objects transform, we then present a variety of activities based on the framework, where children may deepen their knowledge of materials and interact through child-led explorations. We provide examples of how this can be done across many spaces (i.e. outdoors, the arts center) to honor the important work of play in early childhood classrooms and to highlight the many ways that children engage in science and theory-building throughout their day.