Journal of Childhood, Education & Society
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Volume 1 Issue 2 July 2020 ISSN: 2717-638X Journal of Childhood, Education & Society Volume 1 • Issue 2 July 2020 Editor in Chief Mehmet Toran, Ph.D., Istanbul Kultur University, Turkey Editors Mesut Saçkes, Ph.D., Balıkesir University, Turkey Mine Gol-Guven, Ph.D., Boğaziçi University, Turkey Editorial Board Adrijana Višnjić Jevtić, Ph.D., University of Zagreb, Croatia Ahmet Simsar, Ph.D., Kilis 7 Aralik University, Turkey Aileen Garcia, Ph.D., South Dakota State University, USA Alicje Renata Sadownik, Ph.D., Western Norway University of Applied Sciences, Norway Anikó Vargáné Nagy, Ph.D., University of Debrecen, Hungary Aysel Tufekci, Ph.D., Gazi University, Turkey Betty Liebovich, Ph.D., Goldsmiths University of London, UK Burcu Unlutabak, Ph.D., John Hopkins University, USA Carmen Huser, Ph.D., Early Childhood Australia, Australia Carolyn Brockmeyer Cates, Ph.D., State University of New York Purchase College, USA Elif Karsli, Ph.D., University of South Carolina, USA Elsa Lucia Escalante Barrios, Ph.D., Universidad del Norte, Colombia Ersoy Erdemir, Ph.D., Bogazici University, Turkey Francesca Zanatta, Ph.D., University of East London, UK Gulsah Ozturk, Ph.D., RMIT University, Australia Hasina Banu Ebrahim, Ph.D., University of South Africa, South Africa Ibrahim H. Acar, Ph.D., Ozyegin University, Turkey Ikbal Tuba Sahin-Sak, Ph.D., Van Yuzuncu Yil University, Turkey Jesús Paz-Albo, Ph.D., King Juan Carlos University, Spain Jolyn Blank, Ph.D., University of South Florida, USA Kathy Cabe Trundle, Ph.D., Utah State University, USA Ken Blaiklock, Ph.D., Unitec Institute of Technology, New Zealand Konstantina Rentzou, Ph.D., European University of Cyprus, Cyprus Kristin M. Gagnier, Ph.D., Johns Hopkins University, USA Kyunghwa Lee, Ph.D., University of Georgia, USA Lasse Lipponen, Ph.D., University of Helsinki, Finland Maelis Karlsson Lohmander, Ph.D., University of Gothenburg, Sweden Maide Orcan, Ph.D., Mugla Sitki Kocman University, Turkey Martha Allexsaht-Snider, Ph.D., University of Georgia, USA Maryam S. Sharifian, Ph.D., James Madison University, USA Mehmet Mart, Ph.D., Necmettin Erbakan University, Turkey Michael F. Kelley, Ed.D., Arizona State University, USA Mustafa Yasar, Ph.D., Cukurova University, Turkey Noelia Sánchez-Pérez, Ph.D., University of Zaragoza, Spain Ozcan Dogan, Ph.D., Hacettepe University, Turkey Paulette A. Luff, Ph.D., Anglia Ruskin University, UK Pekka Mertala, Ph.D., University of Oulu, Finland Ramazan Sak, Ph.D., Van Yuzuncu Yil University, Turkey Riza Ozdemir, Ph.D., Zonguldak Bulent Ecevit University, Turkey Sharolyn Pollard-Durodola, Ph.D., University of Nevada Las Vegas, USA Sharon L. Raimondi, Ph.D., University at Buffalo, USA Sonnur Isitan, Ph.D., Balikesir University, Turkey Sultan Kilinc, Ph.D., Syracuse University, USA Tim Rohrmann, Ph.D., University of Applied Science and Arts Hildesheim, Germany Tony Bertram, Ph.D., Centre for Research in Early Childhood, UK Yasin Ozturk, Ph.D., Trabzon University, Turkey Yuwei Xu, Ph.D., University College London, UK Editorial Assistants Gizem Alvan, Bogazici University, Turkey Kerem Avci, Hacettepe University,Turkey Taibe Kulaksiz, Istanbul Kultur University, Turkey Publisher: Journal of Childhood, Education and Society Publishing Manager: Dr. Mehmet Toran Editorial Office: Istanbul Kültür University Faculty of Education Basin Ekspres Campus 34303 Küçükçekmece/ Istanbul-TURKEY e-mail: [email protected] phone: +902124984131 Cover Page Picture: Diren Toran (3 years old) Publication Type: Biannually published, peer reviewed, open access academic journal. WEB: www.j-ces.com/index.php/jces, DOI: 10.37291/2717638X.202012 ISSN: 2717-638X Journal of Childhood, Education & Society Volume 1 • Issue 2 July 2020 CONTENTS RESEARCH ARTICLES Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula Zoi Apostolou & Nektarios Stellakis……………………………………………...……………… 87-102 Silence and its mechanisms as the discursive production of the ‘normal’ in the early childhood classroom Karen Watson, Zsuzsa Millei, & Eva Bendix Petersen.................................................................... 103-115 Promoting self-regulated learning in preschoolers Lisa Jacob, Manuela Benick, Sandra Dörrenbächer & Franziska Perels........................................ 116-140 Effects of a parent training using telehealth: Equity and access to early intervention for rural families Deborah L. Rooks-Ellis, Sarah K. Howorth, Susane Boulette, Megan Kunze & Ella Sulinski............ 141-166 Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers Rachel Boit.................................................................................................................................... 167-181 Newcomer families' experiences with programs and services to support early childhood development in Canada: A scoping review Alison Brown, Jessie-Lee D McIsaac, Sarah Reddington, Taylor Hill, Susan Brigham, Rebecca Spencer & April Mandrona………………………………………………………………………. 182-215 The impact of the quality of early mathematics instruction on mathematics achievement outcomes Bilge Cerezci……………………………………………………………………………………... 216-228 ii Journal of Childhood, Education & Society Volume 1, Issue 2, 2020, pp. 87-102 ISSN: 2717-638X DOI: 10.37291/2717638X.20201234 Research Article Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula Zoi Apostolou1, Nektarios Stellakis2 Abstract: The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of Article History kindergarten and first-grade of primary school language curricula. This research is part Received: 20 January 2020 of a broader study of the relation between natural/early and conventional/school Accepted: 29 April 2020 literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected Keywords through a questionnaire sample of 326 kindergarten teachers and 306 teachers who were Literacy; Kindergarten; teaching at the time of this study the first-grade of primary school in two Greek Primary school; Teachers’ prefectures. Research data has shown that first-grade teachers appear to be more perceptions; Integration; positive than kindergarten teachers towards integrating the two curricula. Both Curricula kindergarten teachers and first-grade teachers seem to partially agree with the creation of a curriculum with common goals and objectives. Nevertheless kindergarten teachers appear more hesitant, expressing their concerns and fears of a potential “schoolarization” of the kindergarten. Introduction In recent years, the issue of enhancing child literacy has been a growing concern for the international community. Literacy has been shown to be linked to the subsequent school success or failure of the child and can therefore contribute in the end to social well-being, social justice and the development of democracy (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2005, 2007, 2015). According to the UNESCO (2004), literacy is defined as: The ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society (p.21). Interdisciplinary research in recent decades has greatly expanded the scope of mastering literacy, adding new data on children's familiarisation with literacy and leading to a revision of it, regarding how literacy is enhanced and how language is taught. Research conducted internationally (see for example: Heath, 2009; Hindman and Wasik, 2011; Powell, Diamond, Bojczyk and Gerdel, 2008; Scull, Nolan and Raban, 2013; Snow, Burns and Griffin, 1998; Strickland and Shanahan, 2004; Zeegers, 2012; Zhu, 2010) but also in Greece (see for example: Aidinis and Grollios, 2007; Giannikopoulou, 2001; Kondyli and Stellakis, 2006; Papoulia-Tzelepi, 2001; Porpodas, 2002; Tafa, 2001; Xefteri, 2017) demonstrates that early language stimulation have great importance for reading development and children’s literacy learning occurs through actions that have a meaning for them and a clear purpose. Various pedagogical, social, and psychological factors interact and influence learning to read and write, reflecting on the drafting of Greek curricula, related school textbooks, and the theoretical and methodological approaches proposed by _____________ 1University of Patras, Department of Educational Science and Early Childhood Education, Division of Social Theory and Analysis, Greece, e-mail:[email protected], ORCID: https://orcid.org/0000-0003-4359-397X 2 University of Patras, Department of Educational Science and Early Childhood Education, Division of Social Theory and Analysis, Greece, e-mail:[email protected], ORCID: https://orcid.org/0000-0002-1934-8715 ©2020 Journal of Childhood, Education & Society. This is an open access article under the CC BY- NC- ND license. Zoi APOSTOLOU & Nektarios STELLAKIS them for kindergarten1 (4-6 years) and primary school2 (6-12 years). Curricula set out the purposes and goals of education, the specific objectives, the fundamental pedagogical principles, the content, the methods of teaching and learning,