Early childhood teachers’ knowledge and classroom practices on early literacy Okul Öncesi Öğretmenlerinin “Erken okuryazarlık” kavramına İlişkin bilgi düzeyleri ve sınıf uygulamaları

ERGÜL C., Karaman G., Akoğlu G., Tufan M., Sarıca A. D., Kudret Z. B.

Elementary Education Online, vol.13, no.4, pp.1449-1472, 2014 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 13 Issue: 4
  • Publication Date: 2014
  • Journal Name: Elementary Education Online
  • Journal Indexes: Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.1449-1472
  • Keywords: Early childhood, Early literacy, Teacher opinions
  • Ankara University Affiliated: Yes

Abstract

© 2014, Ankara University. All rights reserved.This study investigates early childhood teachers’ knowledge on early literacy, and their classroom practices promoting children’s early literacy acquisition. The “Teacher Interview Form” was developed by the researchers to determine teachers’ knowledge and practices on early literacy. Interviews were conducted individually with 17 kindergarten teachers. The data were analyzed using content analysis which is a technique used in qualitative research. The results revealed that an important number of the teachers did not have sufficient knowledge about early literacy, and that their classroom practices were not designed to adequately promote children’s early literacy acquisition. The findings are discussed within the context of the relevant literature and early childhood education system in Turkey. Implications for practice and recommendations for future research are presented.