Research Article
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SOCIAL PERSPECTIVE ON EARLY CHILDHOOD EDUCATION: THE PROBLEM OF "CAREGIVER" ATTRIBUTION TO TEACHERS

Year 2023, Volume: 12 Issue: 4, 304 - 332, 31.12.2023
https://doi.org/10.55020/iojpe.1297049

Abstract

Although the discussions on the care responsibilities of preschool teachers have been going on for years, it has flared up during the pandemic process. For that reason, the aim of the current study is set to examine in depth the views of preschool teachers and parents of preschool students on the caregiver role of preschool education. This research was designed as phenomenological research, one of the qualitative approaches. The purposeful sampling was used to determine the participants. In the research semi-structured interview form is used for gathering data and the data analyzed by content analysis. As a result, while parents emphasized the need for care for their children, preschool teachers also stated that they were aware of the group they worked with and served for a group in need of care. The point that creates problems about the care situation is that teachers are viewed as caregivers and approached to their work in this way. In the research, it was inferred by the statements of preschool teachers that this is not related to the concept of "caregiver", and that the "caregiver" job is a very difficult, self-sacrificing, and demanding profession, but it is not their only job.

References

  • Allen, L., Kelly, B. B., & National Research Council. (2015). Child development and early learning. In Transforming the workforce for children birth through age 8: A unifying foundation. National Academies Press (US).
  • Atli, A., & Gür, S. H. (2019). Lise öğrencilerinin meslek tercihleri ve bu tercihlerine etki eden faktörler [High schools students’ career choices and factors affecting their choices]. Journal of Career Psychological Counseling, 2(1), 32 53.
  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on student learning: Final results from a holistic, multi-level analysis. Buildings and Environment, 89, 118-133.
  • Bell, J. (2014). Doing your research project: A guide for first-time researchers. McGraw-Hill Education (UK).
  • Berlinski, S., & Galiani, S. (2007). The effect of a large expansion of pre-primary school facilities on preschool attendance and maternal employment. Labour Economics, 14(3), 665-680.
  • Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 33-46. https://doi.org/10.1007/s11092-008-9064-9
  • Bush, T. (2007). ‘Authenticity in research – reliability, validity and triangulation’, Chapter 6 in R. J. Briggs and M. Coleman (eds) Research methods in educational leadership and management, 2nd edn. London: Sage Publications.
  • Can, E., & Kiliç, Ş. (2019). Okul öncesi eğitim: Temel sorunlar ve çözüm önerileri [Pre-school education: basic problems and solution suggestions]. Milli Eğitim Dergisi, 48(1), 483-519.
  • Cassirer, N., & Addati, L. (2007). Expanding women's employment opportunities: Informal economy workers and the need for childcare. Geneva, Switzerland: ILO.
  • Cohen, L., Manion, L., &Morrison, K. (2018). Research methods in education. New York: Routledge, Taylor & Francis Group.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches.USA: Sage publications.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, Calif.: Sage publications.
  • Dahari, Z. B., & Ya, M. S. B. (2011). Factors that influence parents' choice of pre-schools education in Malaysia: An exploratory study. International Journal of Business and Social Science, 2(15), 115-128.
  • Diamond, K. E., Reagan, A. J., & Bandyk, J. E. (2000). Parents' conceptions of kindergarten readiness: Relationships with race, ethnicity, and development. The Journal of Educational Research, 94(2), 93-100. https://doi.org/10.1080/00220670009598747
  • Doğan, S. (2014). Eğitimin işlevleri [Functions of education]. Eğitim bilimine giriş [Introduction to educational science] (Editor Celal Teyyar Uğurlu), Ankara: Egiten Publishing.
  • Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review prepared by the National Centre for Student Equity in Higher Education, Curtin University, Australia.
  • Eren, S. K., Teloğlu, Ş. K. Ç., & Ilhan, T. (2017). Türkiye’de erken çocukluk eğitimine uluslararası bir bakış: OECD Karnesi [An international view of early childhood education in Turkey: OECD Grades]. Uşak University Journal of Social Sciences, 10(ERTE Special Issue), 125-149.
  • Eğitim Reformu Girişimi (ERG). (2017). PISA 2015: Genel bulgular ve eğilimler [PISA 2015: General findings and trends]. İstanbul: Sabancı University Istanbul Policy Center. Retrieved from http://www.egitimreformugirisimi. org/tr/node/1787
  • Einarsdottir, J. (2014). Children's perspectives on the role of preschool teachers. European Early Childhood Education Research Journal, 22(5), 679-697.
  • Erol, M., & Erol, A. (2020). Koronavirüs pandemisi sürecinde ebeveynleri gözünden ilkokul öğrencileri [Primary school students through the eyes of their parents during covid-19 pandemic]. Milli Eğitim Dergisi, 49(1), 529-551. https://doi.org/10.37669/milliegitim.766194
  • Eroğlu, Ö., & Şimşek, H. A. (2021). Türkiye’de okul öncesi eğitime eleştirel pedagojik yaklaşim [The critical pedagogical approach to pre-school education in Turkey]. Eurasian Journal of Social and Economic Research (EJSER), 8(2), 387-397.
  • Eryılmaz, B. (2021). Okul öncesi eğitim kurumlarının kalitesine göre 3-6 yaş çocuklarının öğretmenleri ve akranları ile etkileşimlerinin incelenmesi [Examining the interactions of 3-6 years old children with their teachers and peer according to the quality of pre-school education institutions]. (Unpublished master's thesis). Ege University.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4. DOI: 10.11648/j.ajtas.20160501.11
  • Einarsdo´ Ttir, J. H. (2003). The role of preschools and preschool teachers: Icelandic preschool educators' discourses. Early Years: An International Journal of Research and Development, 23(2), 103-116.Fraenkle, J. R., &Wallen, N. E. (2009). How to design and evaluate research in education. New York: McGrow-Hill.
  • Gutek, G. L. (2014). Eğitime felsefi ve ideolojik yaklaşımlar [Philosophical and ideological approaches to education]. Nesrin Kale (Trans.) Ankara: Ütopya Publisher.
  • Haimi Adnan, A., & Smith, E. (2001). The social functions of education in a developing country: the case of Malaysian schools and the role of Malaysian teachers. Intercultural Education, 12(3), 325-337. https://doi.org/10.1080/14675980120087516
  • Hanushek, E. A., & Wößmann, L. (2007). The role of education quality for economic growth. World Bank policy research working paper, (4122). https://openknowledge.worldbank.org/bitstream/handle/10986/7154/wps4122.pdf?sequen
  • Hoşgörür, V., & Taştan, N. (2007). Eğitimin işlevleri [Functions of education]. Eğitim bilimine giriş [Introduction to educational science] (Ed. Özcan Demirel and Zeki Kaya). Ankara: Pegem Publishing.
  • Hüseyinli, N., & Hüseyinli, T. (2016). Çocuk bakımının kadın işgücü üzerinde etkileri ve hukuki düzenlemeler [Effects of child care on women labor force and legal arrangements]. Akdeniz İİBF journal, 16(34), 108-137. https://doi.org/10.25294/auiibfd.308032
  • İnan, H. Z. (2020). Covid-19 pandemi sürecinde okul öncesi eğitimin yeniden yapılandırılması [Restructuring early childhood education during the Covid-19 pandemic]. Milli Eğitim Dergisi, 49(1), 831-849. https://doi.org/10.37669/milliegitim.754307
  • Jonathan, S. A., Rantung, P. L. R., & Mandagi, D. W. (2023). Determining factors for parents to choose a school: Empirical analysis of religious based private schools. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 15(1), 573-584.
  • Kakıcı, H., Emeç, H., & Üçdoğruk, Ş. (2007). Türkiye’de çalışan kadınların çocuk bakım tercihleri [in Turkish]. Istanbul University Econometrics and Statistics e-Journal, 5, 20-40.
  • Kaplan, İ. (2013). Türkiye’de milli eğitim ideolojisi ve siyasal toplumlaşma üzerine etkisi [National education ideology in Turkey and its impact on political socialization]. İstanbul: İletişim Publications.
  • Kılıç, Z. (2008). İlköğretim birinci sinif öğretmenlerinin görüşlerine göre okul öncesi eğitim alan ve almayan öğrencilerin gelişim becerilerinin karşılaştırılması [in Turkish]. (Unpublished master's thesis). Beykent University, İstanbul.
  • Kızıltaş, E., Halmatov, M., & Sarıçam, H. (2012). Okul öncesi öğretmenliği öğrencilerinin öğretmenlik mesleğine yönelik tutumları [Preschool department students’ attitudes about profession of theaching (The case of Agri Ibrahim Cecen University)]. Mehmet Akif Ersoy University Journal of Education Faculty, 12(23), 173-188.
  • Kızıloluk, H. (2013). Eğitimin toplumsal temelleri [Social foundations of education]. Ankara: Anı Publishing.
  • Krippendorp, K. (2004) Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.
  • Lam, H. M. Y. (1999). A study of Hong Kong parents’ views on kindergarten education. Early Child Development and Care, 159(1), 17-24. https://doi.org/10.1080/0300443991590103
  • Lee, P., & Bierman, K. L. (2015). Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students. Merrill-Palmer quarterly (Wayne State University. Press), 61(3), 383-411. doi: 10.13110/merrpalmquar1982.61.3.0383 MEB. (2011). Çocuk gelişimi ve eğitimi: Erken çocukluk eğitiminde temel ilkeler [in Turkish]. Ankara: T.C. Ministry of Education.
  • MEB. (2021). Millî Eğitim istatistikleri, örgün eğitim 2020/'21 [National education statistics, formal education 2020/'21]. Ankara: T.C. Ministry of Education.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Narimbaeva, L. K. (2020). The development of the preschool education system is a requirement of the times. The American journal of social science and education innovations, 2(11), 108-111. i: https://doi.org/10.37547/tajssei/Volume02Issue11-18.
  • Oktay, A. (1999). Yaşamın sihirli yılları: Okul öncesi dönem [The magic years of life: Preschool period]. İstanbul: Epsilon Publications
  • Perwita, D., & Widuri, R. (2023). Education study: Parents' preference for private schools over state schools. EQUILIBRIUM: Scientific Journal of Economics and Its Learning, 11(1), 64-75.
  • Sabancı, A., Altun, M., & Uçar Altun, S. (2018). Okul yöneticilerinin, öğretmenlerin ve velilerin görüşlerine göre ana sınıfı eğitiminde karşılaşılan sorunlar [Problems encountered in kindergarten education according to the opinions of school administrators, teachers and parents]. Journal of Educational Management in Theory and Practice, 24(2), 339-385
  • Scottish Executive. (2007). The Child at the Centre: Self-evaluation in the early years. Scotland: Scottish Executive.
  • The World Bank (2015). Supply and demand for childcare services in Turkey: a mixed methods study. Washington, D.C.: World Bank Group.
  • Tongco, M. D. C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research and applications, 5, 147-158.
  • TUIK-Turkish Statistical Institute (2021). Toplumsal cinsiyet istatistikleri 2020 [Gender statistics 2020]. Ankara: TUIK-Turkish Statistical Institute
  • Uysal, H., Altınkaynak, Ş. Ö., Taşkın, N., Akman, B., & Dinçer, F. Ç. (2016). Okul öncesi öğretmeni adaylarının okul öncesi öğretmenliği programına ilişkin metaforik algıları [Preschool teacher candidates’ metaphoric perceptions about preschool teacher training program]. Cumhuriyet International Journal of Education-CIJE, 5(3), 1-15.
  • Wantchekon, L., Klašnja, M., & Novta, N. (2014). Education and human capital externalities: Evidence from colonial Benin. The Quarterly Journal of Economics, 130(2), 703-757. https://doi.org/10.1093/qje/qjv004
  • Yeşil Dağlı, Ü. (2012). Çocukları okul öncesi eğitim kurumlarına devam eden velilerin önem verdikleri kurum özellikleri [The importance of program characteristics for parents of children attending early childhood programs]. The Journal of Social Sciences Research, 7(2), 266-286.
  • Yıldırım, B. (2021). Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early childhood education journal, 49(5), 947-963. https://doi.org/10.1007/s10643-021-01153-w
  • Zhongming, Z., Linong, L., Xiaona, Y., Wangqiang, Z., & Wei, L. (2021). Using Digital Technologies for Early Education during COVID-19: OECD Report for the G20 2020 Education Working Group. OECD Publishing, Paris. https://doi.org/10.1787/fe8d68ad-en
Year 2023, Volume: 12 Issue: 4, 304 - 332, 31.12.2023
https://doi.org/10.55020/iojpe.1297049

Abstract

References

  • Allen, L., Kelly, B. B., & National Research Council. (2015). Child development and early learning. In Transforming the workforce for children birth through age 8: A unifying foundation. National Academies Press (US).
  • Atli, A., & Gür, S. H. (2019). Lise öğrencilerinin meslek tercihleri ve bu tercihlerine etki eden faktörler [High schools students’ career choices and factors affecting their choices]. Journal of Career Psychological Counseling, 2(1), 32 53.
  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on student learning: Final results from a holistic, multi-level analysis. Buildings and Environment, 89, 118-133.
  • Bell, J. (2014). Doing your research project: A guide for first-time researchers. McGraw-Hill Education (UK).
  • Berlinski, S., & Galiani, S. (2007). The effect of a large expansion of pre-primary school facilities on preschool attendance and maternal employment. Labour Economics, 14(3), 665-680.
  • Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 33-46. https://doi.org/10.1007/s11092-008-9064-9
  • Bush, T. (2007). ‘Authenticity in research – reliability, validity and triangulation’, Chapter 6 in R. J. Briggs and M. Coleman (eds) Research methods in educational leadership and management, 2nd edn. London: Sage Publications.
  • Can, E., & Kiliç, Ş. (2019). Okul öncesi eğitim: Temel sorunlar ve çözüm önerileri [Pre-school education: basic problems and solution suggestions]. Milli Eğitim Dergisi, 48(1), 483-519.
  • Cassirer, N., & Addati, L. (2007). Expanding women's employment opportunities: Informal economy workers and the need for childcare. Geneva, Switzerland: ILO.
  • Cohen, L., Manion, L., &Morrison, K. (2018). Research methods in education. New York: Routledge, Taylor & Francis Group.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches.USA: Sage publications.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, Calif.: Sage publications.
  • Dahari, Z. B., & Ya, M. S. B. (2011). Factors that influence parents' choice of pre-schools education in Malaysia: An exploratory study. International Journal of Business and Social Science, 2(15), 115-128.
  • Diamond, K. E., Reagan, A. J., & Bandyk, J. E. (2000). Parents' conceptions of kindergarten readiness: Relationships with race, ethnicity, and development. The Journal of Educational Research, 94(2), 93-100. https://doi.org/10.1080/00220670009598747
  • Doğan, S. (2014). Eğitimin işlevleri [Functions of education]. Eğitim bilimine giriş [Introduction to educational science] (Editor Celal Teyyar Uğurlu), Ankara: Egiten Publishing.
  • Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review prepared by the National Centre for Student Equity in Higher Education, Curtin University, Australia.
  • Eren, S. K., Teloğlu, Ş. K. Ç., & Ilhan, T. (2017). Türkiye’de erken çocukluk eğitimine uluslararası bir bakış: OECD Karnesi [An international view of early childhood education in Turkey: OECD Grades]. Uşak University Journal of Social Sciences, 10(ERTE Special Issue), 125-149.
  • Eğitim Reformu Girişimi (ERG). (2017). PISA 2015: Genel bulgular ve eğilimler [PISA 2015: General findings and trends]. İstanbul: Sabancı University Istanbul Policy Center. Retrieved from http://www.egitimreformugirisimi. org/tr/node/1787
  • Einarsdottir, J. (2014). Children's perspectives on the role of preschool teachers. European Early Childhood Education Research Journal, 22(5), 679-697.
  • Erol, M., & Erol, A. (2020). Koronavirüs pandemisi sürecinde ebeveynleri gözünden ilkokul öğrencileri [Primary school students through the eyes of their parents during covid-19 pandemic]. Milli Eğitim Dergisi, 49(1), 529-551. https://doi.org/10.37669/milliegitim.766194
  • Eroğlu, Ö., & Şimşek, H. A. (2021). Türkiye’de okul öncesi eğitime eleştirel pedagojik yaklaşim [The critical pedagogical approach to pre-school education in Turkey]. Eurasian Journal of Social and Economic Research (EJSER), 8(2), 387-397.
  • Eryılmaz, B. (2021). Okul öncesi eğitim kurumlarının kalitesine göre 3-6 yaş çocuklarının öğretmenleri ve akranları ile etkileşimlerinin incelenmesi [Examining the interactions of 3-6 years old children with their teachers and peer according to the quality of pre-school education institutions]. (Unpublished master's thesis). Ege University.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4. DOI: 10.11648/j.ajtas.20160501.11
  • Einarsdo´ Ttir, J. H. (2003). The role of preschools and preschool teachers: Icelandic preschool educators' discourses. Early Years: An International Journal of Research and Development, 23(2), 103-116.Fraenkle, J. R., &Wallen, N. E. (2009). How to design and evaluate research in education. New York: McGrow-Hill.
  • Gutek, G. L. (2014). Eğitime felsefi ve ideolojik yaklaşımlar [Philosophical and ideological approaches to education]. Nesrin Kale (Trans.) Ankara: Ütopya Publisher.
  • Haimi Adnan, A., & Smith, E. (2001). The social functions of education in a developing country: the case of Malaysian schools and the role of Malaysian teachers. Intercultural Education, 12(3), 325-337. https://doi.org/10.1080/14675980120087516
  • Hanushek, E. A., & Wößmann, L. (2007). The role of education quality for economic growth. World Bank policy research working paper, (4122). https://openknowledge.worldbank.org/bitstream/handle/10986/7154/wps4122.pdf?sequen
  • Hoşgörür, V., & Taştan, N. (2007). Eğitimin işlevleri [Functions of education]. Eğitim bilimine giriş [Introduction to educational science] (Ed. Özcan Demirel and Zeki Kaya). Ankara: Pegem Publishing.
  • Hüseyinli, N., & Hüseyinli, T. (2016). Çocuk bakımının kadın işgücü üzerinde etkileri ve hukuki düzenlemeler [Effects of child care on women labor force and legal arrangements]. Akdeniz İİBF journal, 16(34), 108-137. https://doi.org/10.25294/auiibfd.308032
  • İnan, H. Z. (2020). Covid-19 pandemi sürecinde okul öncesi eğitimin yeniden yapılandırılması [Restructuring early childhood education during the Covid-19 pandemic]. Milli Eğitim Dergisi, 49(1), 831-849. https://doi.org/10.37669/milliegitim.754307
  • Jonathan, S. A., Rantung, P. L. R., & Mandagi, D. W. (2023). Determining factors for parents to choose a school: Empirical analysis of religious based private schools. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 15(1), 573-584.
  • Kakıcı, H., Emeç, H., & Üçdoğruk, Ş. (2007). Türkiye’de çalışan kadınların çocuk bakım tercihleri [in Turkish]. Istanbul University Econometrics and Statistics e-Journal, 5, 20-40.
  • Kaplan, İ. (2013). Türkiye’de milli eğitim ideolojisi ve siyasal toplumlaşma üzerine etkisi [National education ideology in Turkey and its impact on political socialization]. İstanbul: İletişim Publications.
  • Kılıç, Z. (2008). İlköğretim birinci sinif öğretmenlerinin görüşlerine göre okul öncesi eğitim alan ve almayan öğrencilerin gelişim becerilerinin karşılaştırılması [in Turkish]. (Unpublished master's thesis). Beykent University, İstanbul.
  • Kızıltaş, E., Halmatov, M., & Sarıçam, H. (2012). Okul öncesi öğretmenliği öğrencilerinin öğretmenlik mesleğine yönelik tutumları [Preschool department students’ attitudes about profession of theaching (The case of Agri Ibrahim Cecen University)]. Mehmet Akif Ersoy University Journal of Education Faculty, 12(23), 173-188.
  • Kızıloluk, H. (2013). Eğitimin toplumsal temelleri [Social foundations of education]. Ankara: Anı Publishing.
  • Krippendorp, K. (2004) Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.
  • Lam, H. M. Y. (1999). A study of Hong Kong parents’ views on kindergarten education. Early Child Development and Care, 159(1), 17-24. https://doi.org/10.1080/0300443991590103
  • Lee, P., & Bierman, K. L. (2015). Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students. Merrill-Palmer quarterly (Wayne State University. Press), 61(3), 383-411. doi: 10.13110/merrpalmquar1982.61.3.0383 MEB. (2011). Çocuk gelişimi ve eğitimi: Erken çocukluk eğitiminde temel ilkeler [in Turkish]. Ankara: T.C. Ministry of Education.
  • MEB. (2021). Millî Eğitim istatistikleri, örgün eğitim 2020/'21 [National education statistics, formal education 2020/'21]. Ankara: T.C. Ministry of Education.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Narimbaeva, L. K. (2020). The development of the preschool education system is a requirement of the times. The American journal of social science and education innovations, 2(11), 108-111. i: https://doi.org/10.37547/tajssei/Volume02Issue11-18.
  • Oktay, A. (1999). Yaşamın sihirli yılları: Okul öncesi dönem [The magic years of life: Preschool period]. İstanbul: Epsilon Publications
  • Perwita, D., & Widuri, R. (2023). Education study: Parents' preference for private schools over state schools. EQUILIBRIUM: Scientific Journal of Economics and Its Learning, 11(1), 64-75.
  • Sabancı, A., Altun, M., & Uçar Altun, S. (2018). Okul yöneticilerinin, öğretmenlerin ve velilerin görüşlerine göre ana sınıfı eğitiminde karşılaşılan sorunlar [Problems encountered in kindergarten education according to the opinions of school administrators, teachers and parents]. Journal of Educational Management in Theory and Practice, 24(2), 339-385
  • Scottish Executive. (2007). The Child at the Centre: Self-evaluation in the early years. Scotland: Scottish Executive.
  • The World Bank (2015). Supply and demand for childcare services in Turkey: a mixed methods study. Washington, D.C.: World Bank Group.
  • Tongco, M. D. C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research and applications, 5, 147-158.
  • TUIK-Turkish Statistical Institute (2021). Toplumsal cinsiyet istatistikleri 2020 [Gender statistics 2020]. Ankara: TUIK-Turkish Statistical Institute
  • Uysal, H., Altınkaynak, Ş. Ö., Taşkın, N., Akman, B., & Dinçer, F. Ç. (2016). Okul öncesi öğretmeni adaylarının okul öncesi öğretmenliği programına ilişkin metaforik algıları [Preschool teacher candidates’ metaphoric perceptions about preschool teacher training program]. Cumhuriyet International Journal of Education-CIJE, 5(3), 1-15.
  • Wantchekon, L., Klašnja, M., & Novta, N. (2014). Education and human capital externalities: Evidence from colonial Benin. The Quarterly Journal of Economics, 130(2), 703-757. https://doi.org/10.1093/qje/qjv004
  • Yeşil Dağlı, Ü. (2012). Çocukları okul öncesi eğitim kurumlarına devam eden velilerin önem verdikleri kurum özellikleri [The importance of program characteristics for parents of children attending early childhood programs]. The Journal of Social Sciences Research, 7(2), 266-286.
  • Yıldırım, B. (2021). Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early childhood education journal, 49(5), 947-963. https://doi.org/10.1007/s10643-021-01153-w
  • Zhongming, Z., Linong, L., Xiaona, Y., Wangqiang, Z., & Wei, L. (2021). Using Digital Technologies for Early Education during COVID-19: OECD Report for the G20 2020 Education Working Group. OECD Publishing, Paris. https://doi.org/10.1787/fe8d68ad-en
There are 54 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Özgür Önen 0000-0002-3715-7488

Funda Eryılmaz Ballı 0000-0003-4703-3945

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 12 Issue: 4

Cite

APA Önen, Ö., & Eryılmaz Ballı, F. (2023). SOCIAL PERSPECTIVE ON EARLY CHILDHOOD EDUCATION: THE PROBLEM OF "CAREGIVER" ATTRIBUTION TO TEACHERS. International Online Journal of Primary Education, 12(4), 304-332. https://doi.org/10.55020/iojpe.1297049

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