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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Emine Ahmetoğlu
İbrahim Hakkı Acar
Manolya Aşık-Öztürk
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DOI:10.17265/2161-6248/2018.01.003
Affiliation(s)
Trakya University, Edirne, Turkey
İstanbul Medipol University, İstanbul, Turkey
Trakya University, Edirne, Turkey
ABSTRACT
Considering the importance
of how perceptions of teachers affect their practice in early childhood
education, the purpose of the current study was to examine how teachers
perceive children’s developmental and educational experiences in relation to
children’s learning outcomes perceived by teachers. We recruited 219 preschool
teachers (90.9% are female) from different regions of Turkey via an online
survey. Teachers’ age ranged from 20 to 53 years old (Mean [M] = 27.83, standard deviation [SD] = 5.66) and 57.5% of them were
single. Average teaching experience was 4.62 years (SD = 4.85), which ranged from one to 31 years. Teachers reported on
their perceptions of the importance given to children’s developmental and
educational experiences, and children’s learning outcomes. Results from
canonical correlations showed that the importance given to educational and
developmental experiences of children, and the importance to children’s
learning outcomes were significantly associated. Further, the importance of the
current findings in early childhood education is discussed.
KEYWORDS
early childhood education, teacher perceptions, child development, learning outcomes
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