Supporting self-regulation in the preschool period: A case study of teachers' practices

Year 2023, , 182 - 200, 31.10.2023

Sema Öngören

https://doi.org/10.19128/turje.1228285

Cited By: 1

Abstract

Self-regulation, which is also evaluated as children’s ability to direct their attention, emotions, and behaviors towards learning tasks, forms the basis of healthy social and academic development from early ages. This study aims to investigate the attention, emotion, and behavior regulation practices for self-regulation in the preschool period from the perspective of teachers. A qualitative research design employing a case study approach was used. The study included 22 participants. A semi-structured interview form consisting of two sections was used as the data collection tool in the research. In the first part of the research form, demographic questions about participants’ age, professional experience, education level, and the type of institution they worked, were included. The second part of the research form included experience-based questions aimed to examine the practices that participants applied for attention regulation, emotion regulation and behavior regulation. The data obtained were gathered under three themes as attention regulation, emotion regulation and behavior regulation. The findings of the study revealed that preschool teachers conducted self-regulation activities in class for attention regulation, emotion regulation and behavior regulation. The preschool teachers mostly carried out classroom activities such as games, drama, stories, free time, and music in the classroom. They used different strategies to enable children to be actively involved, take responsibility in these activities, and carried out practices that would create a positive classroom atmosphere for teacher-child and child-child interaction.

Keywords

Attention regulation, Behavior regulation, Classroom practices, Early childhood, Emotion regulation

Okul öncesi dönemde öz düzenlemeyi desteklemek: Öğretmen uygulamalarına ilişkin bir durum çalışması

Abstract

Çocukların dikkatlerini, duygularını ve davranışlarını öğrenme görevlerine yönlendirme yeteneği olarak da değerlendirilen öz düzenleme, erken yaşlardan itibaren sağlıklı sosyal ve akademik gelişim için temel sağlar. Bu araştırmada, okul öncesi dönemde öz-düzenlemeye yönelik dikkat düzenleme, duygu düzenleme ve davranış düzenleme uygulamalarının öğretmen bakış açısıyla incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunda 22 katılımcı yer almaktadır. Araştırmada veri toplama aracı olarak iki bölümden oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma formunun birinci bölümde katılımcıların yaş, mesleki kıdem, eğitim durumu ve çalışılan kurum türüne yönelik demografik sorular yer almaktadır. Araştırma formunun ikinci bölümünde okul öncesi dönemde çocukların dikkat düzenleme, duygu düzenleme ve davranış düzenlemelerine yönelik yapılan uygulamalarla ilgili deneyim temelli sorular yer almaktadır. Elde edilen veriler dikkat düzenleme, duygu düzenleme ve davranış düzenleme olarak üç tema altında toplanmıştır. Araştırma sonucunda, okul öncesi öğretmenlerinin öz düzenlemeye yönelik sınıf içinde dikkat düzenleme, duygu düzenleme ve davranış düzenlemeye yönelik uygulamalar yaptıkları ortaya çıkmıştır. Okul öncesi öğretmenlerinin çoğunlukla sınıf içinde oyun, drama, hikâye, serbest zaman, müzik gibi etkinlikler yaptıkları belirlenmiştir. Çocukların bu etkinliklerde aktif olarak yer almalarını ve sorumluluk almalarını sağlamak için farklı stratejiler kullandıkları, öğretmen-çocuk, çocuk-çocuk etkileşimine yönelik olumlu sınıf atmosferi oluşturacak uygulamalar gerçekleştirdikleri ortaya çıkmıştır.

Keywords

Davranış düzenleme, Dikkat düzenleme, Duygu düzenleme, Erken çocukluk, Sınıf içi uygulamalar

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