学前教育外文翻译文献.docx

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

文献信息：

文献标题：

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

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）,andbranchdirectorsofprovincialnationaled