Understanding the Effect of Preschool Learning Environments on Children's Well- Being from Teachers' Perspectives: A Case Study
DOI:
https://doi.org/10.61518/ijpw-57Keywords:
Well-being, Preschool Period, Learning Environment, Teacher opinions, Holistic DevelopmentAbstract
The aim of this study is to reveal and understand the impact of preschool learning environments on children's well-being from the teachers' perspectives. The sub-goals determined within the scope of the research are to reveal teachers' opinions about general
well-being and child well-being and the factors affecting children's well-being in the learning environment. The study was
conducted using the qualitative research method and the case study design, one of the qualitative research models. The research was conducted with four preschool teachers working in four independent kindergartens in Efeler district of Aydın province,
determined by the purposive sampling method. We collected the data using a semi-structured interview form that we prepared specifically for the research, and then we analyzed and interpreted it using the descriptive content analysis method. As a result of
the analyses, themes and codes related to these themes were identified. To visualize the themes and codes obtained through the research, they were tabulated and presented in the findings section. According to the findings obtained from the research, teachers
generally defined well-being with expressions such as being happy, having holistic health, and being useful to society, and expressed their views on children's well-being as self-expression, holistic development, individual differences, and individual development. Teachers expressed safety and appeal to the child as priority factors in learning environments, while they prioritized peer relationships in social interactions.
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