学前教育外文翻译文献Word文档下载推荐.docx
- 文档编号:7141928
- 上传时间:2023-05-08
- 格式:DOCX
- 页数:15
- 大小:29.81KB
学前教育外文翻译文献Word文档下载推荐.docx
《学前教育外文翻译文献Word文档下载推荐.docx》由会员分享,可在线阅读,更多相关《学前教育外文翻译文献Word文档下载推荐.docx(15页珍藏版)》请在冰点文库上搜索。
lerKü
ç
ü
kturan,Sadegü
lAkbabaAltun
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(Akyü
z,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),andbranchdirectorsofprovincialnationaled
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 学前教育 外文 翻译 文献