Preschool classroom libraries in Turkey: are they used to support early mathematics skills

dc.contributor.authorStites, Michele L.
dc.contributor.authorGürsoy, Hatice
dc.contributor.authorAkıncı Coşgun, Ayşegül
dc.contributor.authorSonnenschein, Susan
dc.date.accessioned2022-08-25T06:18:12Z
dc.date.available2022-08-25T06:18:12Z
dc.date.issued2022
dc.departmentEğitim Fakültesi
dc.description.abstractThe two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to use the library. Study 2 (n = 47) investigated the teachers’ confidence in teaching mathematics and the means that they used. Both studies used online surveys that were distributed via social media sites. There were four noteworthy findings. One, the Turkish preschool teachers reported viewing mathematics instruction as important to the development of children and were confident in their abilities to teach their students mathematics. However, they relied upon their general knowledge of children and their general pedagogical knowledge, rather than on their knowledge of mathematics, to do so. Two, the preschool teachers in Turkey had classroom libraries that they encouraged their students to use by having a set library time each day and by modeling how to sit and read in the library. They also encouraged family involvement in reading. However, these classroom libraries had fewer mathematics books than other types of texts. Three, while libraries were consistently present in Turkish preschool classrooms, they were not seen as venues for children’s mathematics development. Four, preschool mathematics instruction in Turkey appears typically to use whole groups and explicit instruction, and particularly during circle time/the morning meeting.
dc.identifier.doi10.3390/educsci12060387
dc.identifier.endpage-en_US
dc.identifier.issn2227-7102
dc.identifier.issue6en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage-en_US
dc.identifier.urihttps:/dx.doi.org/10.3390/educsci12060387
dc.identifier.urihttps://hdl.handle.net/20.500.12451/9643
dc.identifier.volume12en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherMDPI
dc.relation.ispartofEducation Sciences
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectClassroom Library
dc.subjectEarly Childhood
dc.subjectMathematics
dc.subjectPrekindergarten
dc.subjectPreschool
dc.titlePreschool classroom libraries in Turkey: are they used to support early mathematics skills
dc.typeArticle

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