“From Blossoming to Blooming”: A Proposal for a Collective Learning and Development Model for Individuals Working with Infants and Toddlers

Year 2024, Volume: 32 Issue: 3, 474 - 483, 31.07.2024

Pinar Ayyıldız

https://doi.org/10.24106/kefdergi.1525380

Abstract

Purpose: This study intends to propose a novel model for Türkiye for individuals working with infants/toddlers, a country in which nearly two million of students continuing pre-primary education exist and where there are more than half a million refugee children from 0-5 years of age, who are of Syrian origin merely.
Design/Methodology/Approach: In fact, Türkiye, as a developing country, owns a highly dynamic and challenging territory for policy makers, educators, decision making bodies, agencies, and non-governmental organizations (NGOs), which urges the said parties to act together for the ‘best interests of the child’. This research then attempts to offer a model for student teachers and NGOs to work collaboratively particularly in times of crises.
Findings: These student teachers involve high school students studying child development and university students e.g., of Preschool Education programs. The model seeks to empower student teachers to support each other through a mentoring program addressing: i.the practicum of culturally sensitive teaching, ii.inclusive and socially just praxis, iii.emotionally demanding work.
Highlights: NGOs will help the mentoring program to reach out marginalized communities, namely, infants and toddlers a)in adult prisons, b)‘on the streets’, c)in seasonal farm workers’ camps, d)in hospitals, e)in special education and rehabilitation centers. It is believed the proposed model can shed light to prospective initiatives to emerge and also strengthen the critical transition from initial professional studies to early childhood professions.

Keywords

Disadvantaged groups aged 0-5, Mentoring practices, Social cohesion, Intervention levels, Natural disasters

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