学前教育外文翻译文献.docx

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学前教育外文翻译文献.docx

学前教育外文翻译文献

文献信息:

文献标题:

MotivationsandBarriersinPromotingPreschoolEducation(推进学前教育动因与障碍)

国外作者:

A.GülerKüçükturan,SadegülAkbabaAltun

文献出处:

《KuramVeUygulamadaEgitimBilimleri》,2017,17(4):

1433–1450

字数统计:

英文2785单词,15301字符;中文4524汉字

 

外文文献:

 

MotivationsandBarriersinPromotingPreschoolEducation

AbstractThisstudyisdesignedtoexplorethereasonsforsendingandnotsendingpreschoolagechildrentopreschoolsatanearlyagebyexploringthemotivationsforandbarrierstowardspromotingpreschooleducationinTurkey.Itaimedtodeterminevariousstakeholders’perceptions,attitudes,andknowledgerelatedtopreschooleducationinordertopromotehigh-qualityandcomprehensivepreschooleducation.Theresearchwasconductedwith224participantsinfivecitiesinTurkey.Qualitativedatawascollectedthroughindividualandfocusgroupinterviewsandinterpretedbycontentanalysisanddescriptiveanalysis.Thefindingsindicatedthatfamiliesputforwardthefollowingreasonsforsendingtheirchildrentopreschool:

preschooleducationprepareschildrenforschoolandhelpsformthehabitofattendingschool,teachers’effortsinconvincingparentstosendtheirchildrentopreschool,providingthecareforthechildrenofworkingmotherswithpreschoolteachers,andpreschoolhelpschildrendevelopsocialbehavior.Thefollowingfactorswerereasonsfamiliesdidnotsendtheirchildrentopreschool:

economicconditions,perceivingthechildastooyoung,concernsoverpracticesatschool,perceptionsaboutthemother’srole,anddistrustofthetransportationsystem.Theresultswillhelpdecisionmakersdeveloppoliciesandstrategiestoheightenthegeneralpublic’sawarenessoftheneedforearlyeducation,aswellasbetterprovideearlyeducationopportunities.

Keywords:

Preschooleducation;Motivation;Barrier;Pre-schooling;Disseminationofpreschooleducation

Introduction

Researchiswellestablishedinshowingthataccesstoahigh-qualityearlychildhoodeducationhasadirectandpermanenteffectateverystageofhumandevelopment(Avila&Baldwin,2007;Barnett,2008;Blau&Currie,2005;Heckman&Masterov,2007;Reynolds,1992;Reynolds,Mehana,&Temple,1995).Forthisreason,inordertoprovideearlyeducationpolicies,countriesdeterminetheirequalityinopportunitypoliciesandformnewstrategies.Manycountriesregulatetheirearlychildhoodeducationpracticesthroughthestatelegislatureandaspartoftheeducationsystemaccordingtothesocio-politicaldevelopmentsofthecountry.Theselegislativeregulationsdeterminebasiccorevaluesinareaslikecurriculum,institutionalprocess,teachereducation,personnelrequirement,monitoringandfinance,andparent-teachercooperation(Banković,2014;Karila,2008;Kuisma&Sandberg,2008;Sheridan,Williams,Sandberg,&Vuorinen,2011).

Likewise,preschooleducationandthepreschoolteachertrainingsystemhavebeenchangedanddevelopedinTurkey.Eventhoughkindergartensopenedbefore1908,theybecameorganizedandwidespreadfollowingtheTemporaryPreschoolLawdated23September1913.Aftertwoyears,theLawPrimaryschoolbylawswereissuedin1915.

Accordingly,kindergartenswereopened,whetherattachedorunattachedtoprimaryschools,inordertoprovideeducationforchildrenagedfourtoseven(Akyüz,1989;Cicioğlu,1989).Withtheopeningofkindergartens,theneedfortrainedteachersintheseschoolsarose.Inthesameyearastheissuanceofthebylaws,akindergartenteachereducationschoolprovidingoneyearofeducationwasopenedinIstanbul,butitwasclosedafterfouryearsofoperationin1919.Inthisperiod,370preschoolteacherswereeducated(Oğuzkan&Oral,1987)andpreschooleducationtookitsinstitutionalplaceintheeducationprocessinrealterms.

However,formanyyears,theinsufficientqualityandquantityofearlyeducation,thechangingpositionofwomenwithinthefamilyandtheiractiverolesinreallifeduetorapidsocio-culturalandeconomicalchanges,and,mostimportantly,thepositiveimpactofearlyeducationonachild’sdevelopmentasprovenbyeducationalstudiesandbrainsurveysdemonstratethenecessitytotakecertainmeasuresintheearlystagesofcareandeducationofchildren.

Earlyeducationgainedfunctionalitywiththe“PreschoolCurriculumandRegulations,”“TemporaryTeacherTrainingRegulation,”and“PreschoolRegulation,”allofwhichwereissuedin1952andcoverthevoluntaryeducationprocessforstudentsnotatelementaryschoolage.Today,earlyeducationisgivenbytheMinistryofNationalEducation,MinistryofFamilyandSocialPolitics,MinistryofLabor,Universities,andvoluntaryagenciesinkindergartens,implementationclassrooms,nurseries,anddaycarecentersforcareandeducationalpurposes.Thismulti-headedstructurepreventseducationfromreachingitsdesiredqualitylevel.

EducationalprogramsforearlyeducationwerepreparedbytheMinistryofNationalEducation(MoNE)andBoardofEducationinordertogivehigh-qualitytrainingtoteachers.Programdevelopmentsweremadeatvarioustimestotroubleshootandpracticenewapplicationsthatwerepresentedbyscientificstudies.Accordingly,currenteducationprogramswereupdatedundertheEducationofEarlyEducationStrengtheningProjectthatwasintroducedbytheMinistryofNationalEducation,financedbytheEuropeanCommunity,andtechnicallysupportedbyUNICEF.Currently,appliededucationprogramsarepreparedseparatelyfor0–36monthsoldandfor37–72monthsold.AneducationalapproachbasedontheDevelopmentalAppropriateProgramisadopted.Inthisapproach,itisessentialtoconsidertheactiveparticipationofthechildandthefamily,suitabilityoftherequirements,andenvironmentalproperties.Thus,itaimstoraiseachild’sbehaviorsinalldevelopmentareastoahigherlevelbymeetinghisrequirementsandsupportinginteractionswitheachotherinhisdevelopmentareas.Teacherswhohavegraduatedfromtheundergraduateprograminearlyeducationfromfacultiesofeducationareresponsiblefortheimplementationofthisprograminthepreschooleducationinstitutes.Trainingisgiveninseparateclassrooms,formedaccordingtotheirages(3,4,and5).Classesarecomposedof20–24groupsofchildrencomposedequallyofeachgender.

WhenthecurrentstructureofeducationinTurkeyisassessedintermsofprogram,equipment,andteachereducation,itappearsthattheyhaveseveralcharacteristicsincommonwithEUandOECDmembercountries.However,eventhoughthestartingageforearlyeducationinOECDcountriesvaries,ifearlyeducationisevaluatedintermsofschoolingrates,71%ofthree-year-oldchildrenand86%offour-year-oldchildrenparticipatedinthisnon-compulsoryeducationin2014.Theparticipationoffour-year-oldchildrenat94%wassignificantlyhigherin2016.Atleast90%ofchildrenagedthreetofourwereenrolledinearlychildhoodeducationinOECDcountries—suchasBelgium,Denmark,France,Germany,Island,Israel,Italy,Norway,Spain,andSweden—andinmostoftheOECDcountrieshavefullenrollmentinECECforfiveyearolds(OrganizationforEconomicCo-operationandDevelopment[OECD],2016).Eventhoughthetargetedschoolingrateissetto50%forthreetofive(37–72months)yearsofageand100%forfive(60–72months)yearsofageintheNinthDevelopmentPlanfortheyear2013anddespitealltheeffortsforpromotingpreschooleducation,atthebeginningoftheacademicyearof2015/2016theschoolingrateforTurkeyis11.74%forthreeyearsofage,33.56%forfouryearsofageand67.17%forfiveyearsofage(MEB,2015).Theseratesindicatethatthedesiredandtargetedlevelsinearlyeducationhavenotyetbeenmet.

However,thistransitionisnotalwayssmoothandfastinnatureformajorstakeholders,whoincludepreschoolagechildren,theirfamilies,teachers,mukhtars,prayerleaders,representativesoftheBoardofNationalEducation,municipality,andwritten/visualpress.Inordertopromotepreschooleducation,itisimportanttodeterminehowthosestakeholdersperceivewhattheirownattitudesareandwhattheythinkofnotsendingchildrentopreschools.Inaddition,inordertoincreaseschoolingratestoacceptablelevelsatthepreschoollevel,itiscrucialtodefineandunderstandthecontextthatpolicymakersdealwith.

Therefore,thisstudyhasbeenconductedtodeterminethestakeholders’motivationsforsendingornotsendingtheirchildrentopreschooleducation.Theresultsmayinformdecisionorpolicy-makersatalllevelsastheydeveloppoliciesandstrategiestoincreasethegeneralpublicawarenessoftheneedforpreschooleducation,aswellasprovidepreschooleducationopportunitiesbyincreasingawarenessabouthowdifferentstakeholdersperceivepreschooleducation.

Method

Thisstudywasdesignedasaqualitativecasestudyinordertoexplorethereasonstheparticipantsconsideredinsendingornotsendingtheirchildrentopreschool.Casestudiesareusedfordescribinganinterventionorphenomenonanditsreal-lifecontextwhenposingquestionslike“how”or“why”(Yin,2003).

Participants

Thesamplingprocessincludedcriterionandmaximumsamplingprocedures(Patton,1990).Variablesincludinggeographicalregions,migrationpatterns(incoming-outgoing),andschoolingrateswereconsideredthemainfactorsaffectingpreschooleducationattendance;therefore,basedonthesecriteria,fivecitiesweredetermined.Whenselectingtheparticipants,itwasalsoensuredthatbothruralandurbansettlementswererepresented.Finally,atotalof224participantsrepresentingparents,preschoolteachers,preschoolstudents,imams(prayerleaders),mukhtars(headofvillageorneighborhood),andbranchdirectorsofprovincialnationaledu

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