Akademik Veri Yönetim Sistemi
9th International Conference on Education and Educational Psychology (ICEEPSY), Athens, Yunanistan, 2 - 05 Ekim 2018, cilt.53, ss.211-223
This study compares the views of preschool teachers against those of preschoolers' mothers' towards the peer relations of preschoolers to determine the similarities and differences. The early childhood years are vital for the establishment of peer groups; thus, both preschool teachers and families are hold responsible for supporting social interactions among peers. Perspectives about peer relations of preschoolers may be detrimental on teachers' and parents' acts concerning the current phenomenon. Therefore, understanding the perspectives of those agents is important in providing appropriate education. The research employed a basic qualitative research design in order to understand the particular viewpoint. Interviews were used to learn about participants' viewpoints, experiences and meaning making about the current phenomenon. While mothers view teachers as the first responsible agent for supporting peer relations, teachers also considered families as the most responsible agent. Teachers mostly mentioned about family and child oriented factors related with peer relations while mothers reflected teacher, child and peer oriented factors. Lastly, teachers and mothers reflected their views on challenges/concerns related with peer relations. Teachers need to use family as a source of knowledge about children and study with them collaboratively and consistently to create mutual ways of supporting children's peer relations, which will contribute to children's long-term development and learning. Furthermore, teachers need to be in consistent contact with the parents of children to support preschoolers' peer relations. (C) 2019 Published by Future Academy www.FutureAcademy.org.UK