TH E QUALITY OF EARLY CHILDHOOD EDUCATION FOR MIGRANT CHILDREN FROM THE PERSPECTIVE OF PRE-SERVICE TEACHERS

Abstract

The primary aim of this study is to examine pre-service preschool teachers’ views about the quality dimensions of early childhood education for immigrant children. The special case design, which is one of the qualitative research methods, was used in the research. This research was carried out with 12 pre-service teachers studying in the department of pre-school teaching at a state university located in the Central Anatolia Region. Among the 12 participants selected by the purposeful sampling method, 6 pre-service teachers are native and 6 pre-service teachers are immigrants. The Demographic Information Form (DBF), The Ranking of Immigrant Education Integration Activities (RIEIA) form, and the interview form consisting of interview questions were employed. Deductive content analysis used in the analysis of the data obtained in qualitative research was preferred. According to the findings, pre-service teachers expressed their views on the quality of preschool education for children within the framework of seven themes: peer, community, teacher, family, child, classroom/learning environment, and pedagogical recommendations. Several recommendations have been made in accordance with the results of the research