Research Article
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Preschool Teachers' Understanding of Children and Childhood: Rights, Responsibilities and Working with Children

Year 2023, Volume: 5 Issue: 2, 477 - 500, 28.12.2023

Müge Kunt Neslihan Avcı

https://doi.org/10.51535/tell.1296676

Abstract

In this study, it was aimed to evaluate preschool teachers' understanding of childhood. The study group of this qualitative case study consisted of 51 preschool teachers working in the central districts of Ankara, who were reached by using the convenient sampling technique from the purposeful sampling method. Semi-structured interview questions were used as data collection tools. The interview questions included preschool teachers' perspectives on children and childhood, what they think about children's rights and basic requirements, their views on the advantages and difficulties of working with children, and their responsibilities towards children. The interview questions were analyzed using a content analysis approach. As a result, it is thought that preschool teachers who participated in the study have a generally positive perspective towards children and childhood. According to preschool teachers' understanding of rights and requirements, it is seen that children requirement love the most, have the right to be protected and safe, and the most important right is the right to have a mother and father. Regarding the right to participation, it was determined that children's opinions should be consulted at home, at school and in society, that children's opinions were taken into consideration in the selection of activities at school and that children's opinions were more effective in the decisions taken. According to preschool teachers' understanding of working with children, the biggest advantage of working with children is that children are natural and innocent, and the most difficult aspect is the communication problem with parents. In addition, it was determined that preschool teachers' professional responsibilities towards children are to raise children as good individuals, they feel conscientious responsibility towards children and as an adult they feel the responsibility to help all children in requirement and in difficult situations.

Keywords

Child Childhood Understanding of Childhood Child Participation Preschool Teachers

References

  • Akyol, T. (2020). 'Teachers decide because they are adults': the views of Turkish preschoolers about participation. European Early Childhood Education Research Journal, 28(5), 659-674.
  • Akyüz, E. (2012). Child law. Ankara: Pegem
  • Archard, D. (2004). Children rights and childhood. (2nd ed.) London: Routledge.
  • Avcı, N. (2019). Child participation lecture notes. Gazi University Institute of Educational Sciences, Child Development and Education Doctoral Program, Childhood Understanding and Child Participation: Serving All Children, Ankara.
  • Avcı, N., Kara, C., Ayhan, S., Güngör, N. & Kayacık, K. (2014), Investigation of prospective teachers' understanding of childhood. Erpa Congress, 6-8 June 2014, Istanbul. Procedia - Social and Behavioral Sciences.
  • Bae, B. (2010). Realizing children's right to participation in early childhood settings: some critical issues in a Norwegian context. Early years, 30(3), 205-218.
  • Balasar, G. (2019). Adults' view of childhood: The case of Ankara province. Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
  • Başturan, C. & Görgü, E. (2020). Teachers' professional problem definitions: An evaluation in the context of preschool teachers. Yaşadıkça Education, 34(1), 79-98.
  • Bee, H. (2009). Child development psychology. Istanbul: Kaknüs
  • Chlup, D. T., & Collins, T. E. (2010). Breaking the ice: using ice-breakers and re-energizers with adult learners. Adult Learning, 21(3-4), 34-39.
  • Christensen, P., & Prout, A. (2002). Working with ethical symmetry in social research with children. Childhood, 9(4), 477-497.
  • Corsaro, W. A. (1997) The sociology of childhood (3rd ed.) London: SAGE
  • Cozolino, L. (2014). The neuroscience of human relationships: Attachment and the developing social brain. WW Norton & Company.
  • Creswell, J. W. (2014). Research design, qualitative, quantitative and mixed method approaches. (S. B. Demir, trans.). Ankara: Eğiten Kitap.
  • Çek, F. (2011). The relationship between independent kindergarten and primary school principals' cultural leadership behaviors and preschool teachers' job satisfaction. Master's Thesis. Dokuz Eylül University. Institute of Educational Sciences. Izmir
  • Dalbudak, Z. (2006). A research on kindergarten teachers' use of drama activities. Master's Thesis. Ankara University, Institute of Science and Technology, Ankara.
  • Demir, M. K., & Arı, E. (2013). Teacher problems-the case of Çanakkale province. Journal of Ondokuz Mayıs University Faculty of Education, 32(1).
  • Einarsdottir, J. (2005). We can decide what to play! Children's perception of quality in an Icelandic playschool. Early Education and Development, 16(4), 469-488.
  • Elkind, D. (1999). Child and society- essays on development and education. (B. Onur, Dü. & D. Öngen, Trans.) Ankara: Ankara University Child Culture Research and Application Center
  • Erdiller-Yatmaz, Z. B., Erdemir, E., & Erbil, F. (2018). Child and childhood: Preservice preschool teachers' narratives. Journal of Qualitative Research in Education, 6(3), 284-312.
  • Ersoy, A. F. (2011). Primary school students' perceptions of children's rights. Ilkogretim Online, 10(1).
  • Fern, E. (2008). The implications of how social workers conceptualise childhood, for developing child- directed practice: an action research study in iceland. Warwick: PhD thesis, University of Warwick
  • Ghirotto, L., & Mazzoni, V. (2013). Being part, being involved: the adult's role and child participation in an early childhood learning context. International Journal of Early Years Education, 21(4), 300-308.
  • Glesne, C. (2015). Introduction to qualitative research. (A. Ersoy & P. Yalçınoğulu, trans.). Ankara: Anı.
  • Gu, X. (2021). Introduction: The case for a value turn in childhood sociology. Current Sociology, 1-18. https://doi.org/10.1177/00113921211006102
  • Hammersley, M. (2017). Childhood studies: A sustainable paradigm?. Childhood, 24(1), 113-127.
  • Haring, U., Sorin, R., & Caltabiano, N. J. (2019). Reflecting on childhood and child agency in history. Palgrave Communications, 5(1), 52.
  • Hart, A.R. (1992). Children's participation from mascot to citizen. Ankara: Unicef.
  • Heywood, C. (2003). Dad throw me a ball - a history of childhood in the west. Istanbul: Kitap.
  • Hodgkin, R. & Newell, P. (2002).Convention on the rights of the child - implementation handbook. UNICEF
  • Holt, J. (2000). Escape from childhood. Istanbul: Beyaz.
  • James, A. & Prout, A. (1997) Constructing and reconstructing childhood. London:Falmer
  • James A., Jenks, C. & Prout, A. (1999) Theorising childhood. Cambridge: Polity
  • Jenks, C. (2005). Childhood (2nd ed.). London: Routledge.
  • Johnny, L. (2006). Reconceptualising childhood: children "s rights and youth participation in schools. International Education Journal, 7(1), 17-25
  • Kennedy, A. (2009). I'm not scared! Risk and challenge in children's programs. Extract from Putting Children First, the magazine of the National Childcare Accreditation Council (NCAC) Issue 31 September 2009 (Pages 9 - 11). Accessed online at http://ncac.acecqa.gov.au/educator- resources/pcfarticles/Risk_and_challenge_in_programs_Sep09.pdf
  • Kilanowski, J. F. (2012). Breaking the ice: A pre-intervention strategy to engage research participants. J Pediatr Health Care. 26(3), 209-212.
  • Koran, N., & Avcı, N. (2017). Perceptions of prospective pre-school teachers regarding children's right to participate in classroom activities. Educational Sciences: Theory & Practice, 17, 1035-1059. http://dx.doi.org/10.12738/estp.2017.3.0325
  • Kozikoğlu, İ. (2018). Examining preschool teachers' views on children's rights and children's right to participation. Cumhuriyet International Journal of Education, 7(4), 408-427 http://dx.doi.org/10.30703/cije.445110
  • Kuyurtar, E. (2006). Children's circles and paternalism. Civil Society: Journal of Thought & Research, 4(16).
  • Lansdown, G. (2005). Children's developing capacities. United Nations Children's Fund (UNICEF), Italy.
  • Le-van, T., & Iakshina, A. (2021). Preschool teachers' beliefs about child participation and its implementation in practice. In SHS Web of Conferences (Vol. 98, p. 02001). EDP Sciences.
  • Masterson, J. (2013). Personality disorders in terms of attachment theory and neurobiological self- development: a clinical integration. F., Özakkaş, T., & Çorak, A. (Eds.). Istanbul: Litera.
  • Mayall, B. (2002). Children in action at home and school. In Children's Childhoods (pp. 120-133). Routledge.
  • McKendrick, J. H. (2000). The geography of children: an annotated bibliography. Childhood, 7(3), 359- 387.
  • MONE (2013). Preschool education program. Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • MONE (2021). Ministry of National Education Regulation on pre-school education and primary education institutions https://www.mevzuat.gov.tr/File/GeneratePdf?mevzuatNo=19942&mevzuatTur=KurumVeKu rulusYonetmeligi&mevzuatTertip=5
  • Merriam, S. (2015). Qualitative research. A guide to design and implementation (S. Turan, trans. ed.). Ankara: Nobel.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). London: Sage.
  • Moloney, M. (2010). Professional identity in early childhood care and education: perspectives of pre- school and infant teachers. Irish educational studies, 29(2), 167-187.
  • Morrison, G.S. (2003). Fundamentals of early childhood education. Upper Saddle River; New Jersey, Columbus, Ohio
  • NAEYC (2019). Professional standards and competencies for early childhood educators https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position- statements/standards_and_competencies_ps.pdf
  • NAEYC (2021). Developmentally appropriate practice. https://www.naeyc.org/resources/developmentally-appropriate-practice
  • NSW Education Standards (2021). Proficient teacher evidence guide early childhood teachers https://educationstandards.nsw.edu.au/wps/wcm/connect/5b21b98c-116b-4f2e-a386- 56e77c48f5a8/proficient-teacher-evidence-guide-early-childhood- teachers.pdf?MOD=AJPERES&CVID=
  • Oktay, A. (1991). The magic years of life: Preschool period. Istanbul: Epsilon
  • Onur, B. (2005). The history of childhood in Turkey. Ankara: İmge
  • Öztan, G. G. (2011). The political construction of childhood in Turkey. Istanbul: Istanbul Bilgi University
  • Patton, M. Q. (2014). Qualitative research and evaluation methods. (M. Bütün and S. B. Demir, trans. ed.). Ankara: Pegem Akademi.
  • Postman, N. (1995). The extinction of childhood. (K. İnal, Translation.) Ankara: İmge.
  • Prout, A. (2011). Taking a step away from modernity: Reconsidering the new sociology of childhood. Global studies of childhood, 1(1), 4-14.
  • Punch, K. F. (2011) Introduction to social research, qualitative and quantitative approaches. Ankara: Siyasal
  • Rose, P., Beeby, J., & Parker, D. (1995). Academic rigour in the lived experience of researchers using phenomenological methods in nursing in nursing. Journal of Advanced Nursing, 21(6), 1123-1129.
  • Quennerstedt, A. & Quennerstedt, M. (2014) Researching children's rights in education: sociology of childhood encountering educational theory. British Journal of Sociology of Education, 35 (1), 115-132.
  • Serbest, S. (2015). Examining the views of 9-13 year old children on their rights to rest, free time and participation in play and entertainment activities. Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
  • Sorin, R., & Torzillo, M. (2018). Play and constructs of childhood. Journal of Playwork Practice, 4(2), 97-116.
  • Sorin, R. (2005) Changing images of childhood- reconceptualising early childhood practice. International Journal of Transitions in Childhood, 1, 12-21
  • Sunal, O. (2009) Social policy towards children. Doctoral Thesis. Ankara University, University of Social Sciences. Ankara
  • Swauger, M., Castro, I.E. & Harger, B. (2017), "The continued importance of research with children and youth: the "new" sociology of childhood 40 years later". Researching Children and Youth: Methodological Issues, Strategies, and Innovations (Sociological Studies of Children and Youth, Vol. 22), Emerald Publishing Limited, Bingley, pp. 1-7. https://doi.org/10.1108/S1537- 466120180000022001
  • Tan, M. (1989). Childhood through the ages. Ankara University Journal of Faculty of Educational Sciences, 23 (2), 71-88.
  • United Nations Committee on the Rights of the Child, (1995). Convention on the Rights of the Child. Official Gazette dated January 27, 1995 and numbered 22184.
  • United Nations Committee on the Rights of the Child, (2009). Convention on the rights of the child general comment no: 12 child's right to be heard. Fifty-first Session, Geneva
  • United Nations Committee on the Rights of the Child, (2013). Convention on the rights of the child. General Comment No: 17, 62nd Session, May 14-February 1, 2013, Geneva.
  • Uprichard, E. (2008). Children as being and becomings: Children, Childhood and Temporality. Children & Society, 22, 303-313.
  • Van der Kolk, B. A. (2020). The body keeps records. Brain, mind, body in trauma recovery. (C. Maral, trans.). Ankara: Nobel Life.
  • Venninen, T., & J. Leinonen. 2013. "Developing children's participation through research and reflective practices." Asia-Pacific Journal of Research in Early Childhood Education 7(1): 31-49.
  • Woodhead, M. (2004). Early childhood development: a question of rights. International Journal of Early Childhood, 37(3), 79-98.
  • Yalçın, F. A., & Yalçın, M. (2018). Preschool teachers' views on the problems of preschool education: The case of Ağrı province. Elementary Education Online, 17(1).
  • Yin, R. K. (2017). Case study research practices. (İ. Günbayı, trans.). Ankara: Nobel.
  • Zorbay-Varol, S. (2019). Investigation of children's participation and affecting situations in preschool education institutions. Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.

Year 2023, Volume: 5 Issue: 2, 477 - 500, 28.12.2023

Müge Kunt Neslihan Avcı

https://doi.org/10.51535/tell.1296676

Abstract

References

  • Akyol, T. (2020). 'Teachers decide because they are adults': the views of Turkish preschoolers about participation. European Early Childhood Education Research Journal, 28(5), 659-674.
  • Akyüz, E. (2012). Child law. Ankara: Pegem
  • Archard, D. (2004). Children rights and childhood. (2nd ed.) London: Routledge.
  • Avcı, N. (2019). Child participation lecture notes. Gazi University Institute of Educational Sciences, Child Development and Education Doctoral Program, Childhood Understanding and Child Participation: Serving All Children, Ankara.
  • Avcı, N., Kara, C., Ayhan, S., Güngör, N. & Kayacık, K. (2014), Investigation of prospective teachers' understanding of childhood. Erpa Congress, 6-8 June 2014, Istanbul. Procedia - Social and Behavioral Sciences.
  • Bae, B. (2010). Realizing children's right to participation in early childhood settings: some critical issues in a Norwegian context. Early years, 30(3), 205-218.
  • Balasar, G. (2019). Adults' view of childhood: The case of Ankara province. Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
  • Başturan, C. & Görgü, E. (2020). Teachers' professional problem definitions: An evaluation in the context of preschool teachers. Yaşadıkça Education, 34(1), 79-98.
  • Bee, H. (2009). Child development psychology. Istanbul: Kaknüs
  • Chlup, D. T., & Collins, T. E. (2010). Breaking the ice: using ice-breakers and re-energizers with adult learners. Adult Learning, 21(3-4), 34-39.
  • Christensen, P., & Prout, A. (2002). Working with ethical symmetry in social research with children. Childhood, 9(4), 477-497.
  • Corsaro, W. A. (1997) The sociology of childhood (3rd ed.) London: SAGE
  • Cozolino, L. (2014). The neuroscience of human relationships: Attachment and the developing social brain. WW Norton & Company.
  • Creswell, J. W. (2014). Research design, qualitative, quantitative and mixed method approaches. (S. B. Demir, trans.). Ankara: Eğiten Kitap.
  • Çek, F. (2011). The relationship between independent kindergarten and primary school principals' cultural leadership behaviors and preschool teachers' job satisfaction. Master's Thesis. Dokuz Eylül University. Institute of Educational Sciences. Izmir
  • Dalbudak, Z. (2006). A research on kindergarten teachers' use of drama activities. Master's Thesis. Ankara University, Institute of Science and Technology, Ankara.
  • Demir, M. K., & Arı, E. (2013). Teacher problems-the case of Çanakkale province. Journal of Ondokuz Mayıs University Faculty of Education, 32(1).
  • Einarsdottir, J. (2005). We can decide what to play! Children's perception of quality in an Icelandic playschool. Early Education and Development, 16(4), 469-488.
  • Elkind, D. (1999). Child and society- essays on development and education. (B. Onur, Dü. & D. Öngen, Trans.) Ankara: Ankara University Child Culture Research and Application Center
  • Erdiller-Yatmaz, Z. B., Erdemir, E., & Erbil, F. (2018). Child and childhood: Preservice preschool teachers' narratives. Journal of Qualitative Research in Education, 6(3), 284-312.
  • Ersoy, A. F. (2011). Primary school students' perceptions of children's rights. Ilkogretim Online, 10(1).
  • Fern, E. (2008). The implications of how social workers conceptualise childhood, for developing child- directed practice: an action research study in iceland. Warwick: PhD thesis, University of Warwick
  • Ghirotto, L., & Mazzoni, V. (2013). Being part, being involved: the adult's role and child participation in an early childhood learning context. International Journal of Early Years Education, 21(4), 300-308.
  • Glesne, C. (2015). Introduction to qualitative research. (A. Ersoy & P. Yalçınoğulu, trans.). Ankara: Anı.
  • Gu, X. (2021). Introduction: The case for a value turn in childhood sociology. Current Sociology, 1-18. https://doi.org/10.1177/00113921211006102
  • Hammersley, M. (2017). Childhood studies: A sustainable paradigm?. Childhood, 24(1), 113-127.
  • Haring, U., Sorin, R., & Caltabiano, N. J. (2019). Reflecting on childhood and child agency in history. Palgrave Communications, 5(1), 52.
  • Hart, A.R. (1992). Children's participation from mascot to citizen. Ankara: Unicef.
  • Heywood, C. (2003). Dad throw me a ball - a history of childhood in the west. Istanbul: Kitap.
  • Hodgkin, R. & Newell, P. (2002).Convention on the rights of the child - implementation handbook. UNICEF
  • Holt, J. (2000). Escape from childhood. Istanbul: Beyaz.
  • James, A. & Prout, A. (1997) Constructing and reconstructing childhood. London:Falmer
  • James A., Jenks, C. & Prout, A. (1999) Theorising childhood. Cambridge: Polity
  • Jenks, C. (2005). Childhood (2nd ed.). London: Routledge.
  • Johnny, L. (2006). Reconceptualising childhood: children "s rights and youth participation in schools. International Education Journal, 7(1), 17-25
  • Kennedy, A. (2009). I'm not scared! Risk and challenge in children's programs. Extract from Putting Children First, the magazine of the National Childcare Accreditation Council (NCAC) Issue 31 September 2009 (Pages 9 - 11). Accessed online at http://ncac.acecqa.gov.au/educator- resources/pcfarticles/Risk_and_challenge_in_programs_Sep09.pdf
  • Kilanowski, J. F. (2012). Breaking the ice: A pre-intervention strategy to engage research participants. J Pediatr Health Care. 26(3), 209-212.
  • Koran, N., & Avcı, N. (2017). Perceptions of prospective pre-school teachers regarding children's right to participate in classroom activities. Educational Sciences: Theory & Practice, 17, 1035-1059. http://dx.doi.org/10.12738/estp.2017.3.0325
  • Kozikoğlu, İ. (2018). Examining preschool teachers' views on children's rights and children's right to participation. Cumhuriyet International Journal of Education, 7(4), 408-427 http://dx.doi.org/10.30703/cije.445110
  • Kuyurtar, E. (2006). Children's circles and paternalism. Civil Society: Journal of Thought & Research, 4(16).
  • Lansdown, G. (2005). Children's developing capacities. United Nations Children's Fund (UNICEF), Italy.
  • Le-van, T., & Iakshina, A. (2021). Preschool teachers' beliefs about child participation and its implementation in practice. In SHS Web of Conferences (Vol. 98, p. 02001). EDP Sciences.
  • Masterson, J. (2013). Personality disorders in terms of attachment theory and neurobiological self- development: a clinical integration. F., Özakkaş, T., & Çorak, A. (Eds.). Istanbul: Litera.
  • Mayall, B. (2002). Children in action at home and school. In Children's Childhoods (pp. 120-133). Routledge.
  • McKendrick, J. H. (2000). The geography of children: an annotated bibliography. Childhood, 7(3), 359- 387.
  • MONE (2013). Preschool education program. Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • MONE (2021). Ministry of National Education Regulation on pre-school education and primary education institutions https://www.mevzuat.gov.tr/File/GeneratePdf?mevzuatNo=19942&mevzuatTur=KurumVeKu rulusYonetmeligi&mevzuatTertip=5
  • Merriam, S. (2015). Qualitative research. A guide to design and implementation (S. Turan, trans. ed.). Ankara: Nobel.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). London: Sage.
  • Moloney, M. (2010). Professional identity in early childhood care and education: perspectives of pre- school and infant teachers. Irish educational studies, 29(2), 167-187.
  • Morrison, G.S. (2003). Fundamentals of early childhood education. Upper Saddle River; New Jersey, Columbus, Ohio
  • NAEYC (2019). Professional standards and competencies for early childhood educators https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position- statements/standards_and_competencies_ps.pdf
  • NAEYC (2021). Developmentally appropriate practice. https://www.naeyc.org/resources/developmentally-appropriate-practice
  • NSW Education Standards (2021). Proficient teacher evidence guide early childhood teachers https://educationstandards.nsw.edu.au/wps/wcm/connect/5b21b98c-116b-4f2e-a386- 56e77c48f5a8/proficient-teacher-evidence-guide-early-childhood- teachers.pdf?MOD=AJPERES&CVID=
  • Oktay, A. (1991). The magic years of life: Preschool period. Istanbul: Epsilon
  • Onur, B. (2005). The history of childhood in Turkey. Ankara: İmge
  • Öztan, G. G. (2011). The political construction of childhood in Turkey. Istanbul: Istanbul Bilgi University
  • Patton, M. Q. (2014). Qualitative research and evaluation methods. (M. Bütün and S. B. Demir, trans. ed.). Ankara: Pegem Akademi.
  • Postman, N. (1995). The extinction of childhood. (K. İnal, Translation.) Ankara: İmge.
  • Prout, A. (2011). Taking a step away from modernity: Reconsidering the new sociology of childhood. Global studies of childhood, 1(1), 4-14.
  • Punch, K. F. (2011) Introduction to social research, qualitative and quantitative approaches. Ankara: Siyasal
  • Rose, P., Beeby, J., & Parker, D. (1995). Academic rigour in the lived experience of researchers using phenomenological methods in nursing in nursing. Journal of Advanced Nursing, 21(6), 1123-1129.
  • Quennerstedt, A. & Quennerstedt, M. (2014) Researching children's rights in education: sociology of childhood encountering educational theory. British Journal of Sociology of Education, 35 (1), 115-132.
  • Serbest, S. (2015). Examining the views of 9-13 year old children on their rights to rest, free time and participation in play and entertainment activities. Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
  • Sorin, R., & Torzillo, M. (2018). Play and constructs of childhood. Journal of Playwork Practice, 4(2), 97-116.
  • Sorin, R. (2005) Changing images of childhood- reconceptualising early childhood practice. International Journal of Transitions in Childhood, 1, 12-21
  • Sunal, O. (2009) Social policy towards children. Doctoral Thesis. Ankara University, University of Social Sciences. Ankara
  • Swauger, M., Castro, I.E. & Harger, B. (2017), "The continued importance of research with children and youth: the "new" sociology of childhood 40 years later". Researching Children and Youth: Methodological Issues, Strategies, and Innovations (Sociological Studies of Children and Youth, Vol. 22), Emerald Publishing Limited, Bingley, pp. 1-7. https://doi.org/10.1108/S1537- 466120180000022001
  • Tan, M. (1989). Childhood through the ages. Ankara University Journal of Faculty of Educational Sciences, 23 (2), 71-88.
  • United Nations Committee on the Rights of the Child, (1995). Convention on the Rights of the Child. Official Gazette dated January 27, 1995 and numbered 22184.
  • United Nations Committee on the Rights of the Child, (2009). Convention on the rights of the child general comment no: 12 child's right to be heard. Fifty-first Session, Geneva
  • United Nations Committee on the Rights of the Child, (2013). Convention on the rights of the child. General Comment No: 17, 62nd Session, May 14-February 1, 2013, Geneva.
  • Uprichard, E. (2008). Children as being and becomings: Children, Childhood and Temporality. Children & Society, 22, 303-313.
  • Van der Kolk, B. A. (2020). The body keeps records. Brain, mind, body in trauma recovery. (C. Maral, trans.). Ankara: Nobel Life.
  • Venninen, T., & J. Leinonen. 2013. "Developing children's participation through research and reflective practices." Asia-Pacific Journal of Research in Early Childhood Education 7(1): 31-49.
  • Woodhead, M. (2004). Early childhood development: a question of rights. International Journal of Early Childhood, 37(3), 79-98.
  • Yalçın, F. A., & Yalçın, M. (2018). Preschool teachers' views on the problems of preschool education: The case of Ağrı province. Elementary Education Online, 17(1).
  • Yin, R. K. (2017). Case study research practices. (İ. Günbayı, trans.). Ankara: Nobel.
  • Zorbay-Varol, S. (2019). Investigation of children's participation and affecting situations in preschool education institutions. Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
There are 79 citations in total.

Details

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

Müge Kunt 0000-0002-4603-8210

Neslihan Avcı 0000-0001-7988-3923

Early Pub Date October 26, 2023
Publication Date December 28, 2023
Acceptance Date October 16, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Kunt, M., & Avcı, N. (2023). Preschool Teachers’ Understanding of Children and Childhood: Rights, Responsibilities and Working with Children. Journal of Teacher Education and Lifelong Learning, 5(2), 477-500. https://doi.org/10.51535/tell.1296676
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