The Place of Humanistic Educational Approach in the Practices of Preschool Teachers

Abstract

The aim of this study is to examine preschool teachers’ attitudes toward the humanistic education approach and how this perspective is reflected in classroom practices. The research was conducted using a qualitative research method, adopting a case study design. The study group consists of six preschool teachers selected through maximum variation sampling, one of the purposive sampling methods. Data were collected through semi-structured interviews and classroom observations. Interview and observation data were analyzed using inductive content analysis. The findings from the interviews were grouped under three main themes: humanistic teacher attitudes, humanistic learning environment, and the reflection of the humanistic approach on classroom practices. It was found that teachers largely adopt humanistic principles such as sensitivity to individual differences, an empathetic approach, emotional awareness, and supportive attitudes. Teachers indicated that they supported children without judgment, tried to understand their emotions, and prioritized building trust-based relationships. It was also observed that practices such as providing opportunities for children to express themselves, supporting them in making choices, and creating a safe classroom climate were implemented in learning environments. Observation findings, however, revealed that these practices were carried out at varying levels among teachers. In particular, it was observed that in some classrooms, children’s participation was limited and practices addressing individual differences were not sufficiently diversified. In conclusion, it was determined that while teachers theoretically embrace the humanistic education approach, there are differences among teachers in reflecting this approach in classroom practices.