scholarly journals Preschool Teachers' Views on in-Classroom Transitions in Inclusive Preschool Classrooms

2020 ◽  
pp. 41-57
Author(s):  
Hatice BAKKALOGLU ◽  
Emel ERGİN
Keyword(s):  
Preschool Teachers ◽  
Preschool Classrooms ◽  
Inclusive Preschool

Supporting Peer Interactions in the Inclusive Preschool Classroom Using Visual Scene Displays

2020 ◽  
pp. 016264342098156
Author(s):  
Emily Laubscher ◽  
Tracy J Raulston ◽  
Ciara Ousley
Keyword(s):  
Social Communication ◽  
Peer Interactions ◽  
Visual Scene ◽  
Storybook Reading ◽  
Object Play ◽  
Preschool Classrooms ◽  
Inclusive Preschool ◽  
Shared Storybook Reading ◽  
Communication Differences ◽  
Technology Tool

Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.

scholarly journals KEBOLEHGUNAAN MODEL PENGURUSAN BILIK DARJAH PRASEKOLAH BERASASKAN EMPAT DIMENSI PENGURUSAN BILIK DARJAH [THE USABILITY OF PRESCHOOL CLASSROOM MANAGEMENT MODEL BASED ON FOUR DIMENSIONS OF CLASSROOM MANAGEMENT]

2020 ◽  
pp. 90-98
Author(s):  
Noor Azman Hanif ◽  
Mazlina Che Mustafa ◽  
Hamidah Yusof
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Preschool Teachers ◽  
Management Model ◽  
Research Approach ◽  
Preschool Classroom ◽  
Four Dimensions ◽  
Preschool Classrooms ◽  
Usability Assessment ◽  
Evaluation Phase

The study was conducted to obtain the respondents' agreement via the usability assesment toward the preschool classroom management model that has been developed.. The focus of the main components of the preschool classroom management model are dimension of the physical management of the classroom environment, dimension of the planning management and program/activitiy implementation, dimension of the child behaviour management in the classroom and dimension of the interaction and relationship management. The preschool classrooms managed by preschool teachers such as furniture layout, activities and learning materials provided by them are still inadequate and do not encourage children's learning. Therefore, the study conducted is to ensure that the model developed is appropriate and able to be used by the preschool teachers in managing preschool classroom. This study uses a design and development research approach that involves the evaluation phase of model usability. During the evaluation phase of model usability, the researcher uses modified nominal technique to identify the suitability as well as customer’s satisfaction and their perception toward the developing model. The results of the usability assessment shows that all of the 30 respondents agreed that the model developed in this study could be used as a guide for preschool teachers. The respondents also agreed that the model is very practical for preschool teachers to be implemented in the preschool classroom because the content of the model covers aspects that teachers need to take into account in order to manage the preschool classroom more effectively.

scholarly journals Inclusive Preschool Teachers: Their Attitudes and Knowledge about Inclusion

2014 ◽  
Vol 5 (8646) ◽  
Author(s):  
Bülbin Sucuoğlu ◽  
Hatice Bakkaloğlu ◽  
Fadime İşcen Karasu ◽  
Şeyma Demir ◽  
Selma Akalın
Keyword(s):  
Preschool Teachers ◽  
Inclusive Preschool ◽  
Attitudes And Knowledge

Disciplining Difference(s): Reproducing Inequalities through Disciplinary Interactions in Preschool

2020 ◽  
Author(s):  
Heidi M Gansen
Keyword(s):  
Middle Class ◽  
Behavior Management ◽  
Preschool Teachers ◽  
School Level ◽  
Black Boys ◽  
Low Ses ◽  
Positive Discipline ◽  
Preschool Classrooms ◽  
Punitive Discipline ◽  
Management Approaches

Abstract This article offers an expansive conceptualization and examination of young children’s experiences of school discipline inequalities, which includes the variety of behavior management approaches (i.e., punitive discipline and positive discipline) that preschool teachers differentially use in response to students’ behavior (e.g., noncompliance). I draw on data from ethnographic observations in three preschools (nine classrooms total) with different racial and socioeconomic classroom compositions. I find that teachers’ varying approaches to behavior management for students from particular racial, gender, and socioeconomic backgrounds (i.e., low-SES girls and middle-class black boys) contributes to children’s hierarchical identity groups within preschool classrooms: “good kids” vs. “troublemaking kids.” Specifically, the messages children at Imagination Center received from teachers’ differential disciplinary responses to low-SES girls’ behaviors, and the messages children at Kids Company received from teachers’ differential disciplinary responses to middle-class black boys’ behaviors, shaped their understandings of whom they should or should not associate with. The findings reveal how school-level disciplinary practices/cultures (e.g., positive discipline rather than punitive discipline) can help to alleviate disciplinary inequalities apparent in some preschool classrooms. Additionally, these data illuminate how preschool teachers’ differential approaches to behavior management affect some marginalized students’ experiences of discipline inequalities as early as preschool.

Inclusive education as seen by mainstream preschool teachers

2020 ◽  
Vol LXXXI (2) ◽  
pp. 85-98
Author(s):  
Elżbieta Paradowska
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
College Level ◽  
Successful Teachers ◽  
Inclusive Preschool ◽  
Teachers Attitudes ◽  
Education Of Students ◽  
Architectural Barriers

Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.

The Needs of Inclusive Preschool Teachers about Inclusive Practices

2014 ◽  
Vol 14 (54) ◽  
pp. 39-60 ◽  
Author(s):  
Selma Akalın ◽  
Şeyda Demir ◽  
Bülbin Sucuoğlu ◽  
Hatice Bakkaloğlu ◽  
Fadime İşcen
Keyword(s):  
Preschool Teachers ◽  
Inclusive Practices ◽  
Inclusive Preschool

scholarly journals Türkiye’de Okul Öncesi Eğitimde Kaynaştırma: Neredeydik? Neredeyiz? Nerede Olmalıyız?

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 70-85
Author(s):  
Dila Nur Yazıcı
Keyword(s):  
Social Skills ◽  
Teacher Candidates ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Practice ◽  
Successful Implementation ◽  
Positive Attitudes ◽  
Inclusive Preschool ◽  
Definition Of ◽  
Education In Turkey

Öz 1983 yılında Özel Eğitime Muhtaç Çocuklar Yasası ile birlikte yasal olarak uygulamalarda yer alması beklenen kaynaştırma eğitimi, bugün okul öncesi eğitimde zorunlu eğitsel bir uygulamadır. Bu makalede, öncelikle kaynaştırma eğitiminin tanımı yapılmış ve kaynaştırma eğitiminin faydaları ile ilgili uluslararası alanyazındaki çalışmalar özetlenmiş, ardından Türkiye’de kaynaştırma eğitimi ve okul öncesinde kaynaştırma eğitimi konularına değinilerek yasal dayanaklarından bahsedilmiştir. Türkiye’de kaynaştırma eğitimiyle ilgili yapılan araştırmalar; (1) okul öncesi öğretmen ve öğretmen adaylarının bilgi, görüş ve tutumları, (2) sınıf içi uygulamalar, (3) sosyal beceriler, (4) derlemeler ve (5) diğer, başlıkları altında ele alınmıştır. Araştırmalar incelendiğinde, okul öncesi öğretmen ve öğretmen adaylarının kaynaştırma eğitimine yönelik olumlu tutuma sahip oldukları; ancak, daha fazla bilgiye gereksinim duydukları, sınıf içi geçişlerde belli başlı uygulamaları gerçekleştirdikleri fakat alanyazındaki uygulamaların hepsini sınıflarında uygulamak için desteğe gereksinim duydukları ve özel gereksinimli çocuklara sunulan sosyal beceri programlarının faydalı olduğu belirlenmiştir. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur. Abstract Inclusion is a compulsory educational practice for preschool children with disabilities in Turkey. In this article, first, the definition of inclusion is provided. Second, the benefits of inclusion are summarized using the international literature. Third, a summary of studies conducted in Turkey in relation to inclusive preschool education is presented followed by a description of the legal basis for inclusion in Turkey. The research focused on inclusive preschool education in Turkey was examined under five categories: (1) opinions and attitudes of preschool teachers and teacher candidates towards inclusion, (2) classroom practices, (3) social skills, (4) research summaries and literature reviews and (5) other studies. An examination of these studies has shown that preschool teachers and teacher candidates have positive attitudes towards inclusion, but they need more information for successful implementation of inclusion. Moreover, preschool teachers implement certain practices with respect to in-class transitions, however, they need more support to apply all recommended practices noted in the literature. In addition, social skills programs provided to children with special needs were beneficial. Recommendations for future practice are presented at the end of the paper.

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