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The Effects of Early Childhood Classroom Size and Duration on Development of Children.

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Title: The Effects of Early Childhood Classroom Size and Duration on Development of Children.
Alternate Title: Erken Çocukluk Eğitiminde Sınıf Büyüklüğünün Ve Eğitim Süresinin Çocuk Gelişimi Üzerindeki Etkileri.
Authors: CANBELDEK, Merve1 mcanbeldek@pau.edu.tr, ISIKOGLU ERDOGAN, Nesrin2 nisikoglu@pau.edu.tr
Source: Eurasian Journal of Educational Research (EJER). 2017, Issue 68, p257-271. 15p. 4 Charts, 1 Graph.
Subject Terms: *Early childhood education, *Child development, *Classrooms, *Educational quality, *Education, Psychology
Geographic Terms: Türkiye
Abstract: Purpose: The numbers of early childhood education programs are dramatically increasing throughout Turkey, and the regulations to ensure quality are frequently changing. A very limited number of studies have examined the quality of Turkish ECE programs on children's development. Therefore, the purpose of this study is to identify the effects of classroom size and duration on the development of children. Research Methods: This is a relational survey study that was realized with 836 children attending 55 public early childhood programs in Denizli. These children were selected through a cluster sampling method. Data were collected through the "Ankara Developmental Screening Inventory" and "Informational questionnaire." Data were analyzed using repeated ANOVAs, factorial ANOVA (2X4) and independent t-test techniques. Findings: This research revealed that there were statistically significant interactions between children's development and the structural quality components of classroom size and duration of education. Our findings showed that classrooms containing 20 to 24 children had higher developmental scores than other groups. Additionally, the results indicated that children enrolled in full-day programs scored higher on the language and cognitive development subscale and total ADSI. Implications for Research and Practice: The findings revealed that the children attending full-day programs with classroom sizes averaging 20 to 24 differed significantly from the children in other groups. This suggests that full-day programs have positive effects on children's development; therefore, it is important to increase the number of full-day programs in Turkey. [ABSTRACT FROM AUTHOR]
Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: The Effects of Early Childhood Classroom Size and Duration on Development of Children.
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  Data: Erken Çocukluk Eğitiminde Sınıf Büyüklüğünün Ve Eğitim Süresinin Çocuk Gelişimi Üzerindeki Etkileri.
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  Data: <searchLink fieldCode="AR" term="%22CANBELDEK%2C+Merve%22">CANBELDEK, Merve</searchLink><relatesTo>1</relatesTo><i> mcanbeldek@pau.edu.tr</i><br /><searchLink fieldCode="AR" term="%22ISIKOGLU+ERDOGAN%2C+Nesrin%22">ISIKOGLU ERDOGAN, Nesrin</searchLink><relatesTo>2</relatesTo><i> nisikoglu@pau.edu.tr</i>
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  Data: <searchLink fieldCode="JN" term="%22Eurasian+Journal+of+Educational+Research+%28EJER%29%22">Eurasian Journal of Educational Research (EJER)</searchLink>. 2017, Issue 68, p257-271. 15p. 4 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink>
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  Data: Purpose: The numbers of early childhood education programs are dramatically increasing throughout Turkey, and the regulations to ensure quality are frequently changing. A very limited number of studies have examined the quality of Turkish ECE programs on children's development. Therefore, the purpose of this study is to identify the effects of classroom size and duration on the development of children. Research Methods: This is a relational survey study that was realized with 836 children attending 55 public early childhood programs in Denizli. These children were selected through a cluster sampling method. Data were collected through the "Ankara Developmental Screening Inventory" and "Informational questionnaire." Data were analyzed using repeated ANOVAs, factorial ANOVA (2X4) and independent t-test techniques. Findings: This research revealed that there were statistically significant interactions between children's development and the structural quality components of classroom size and duration of education. Our findings showed that classrooms containing 20 to 24 children had higher developmental scores than other groups. Additionally, the results indicated that children enrolled in full-day programs scored higher on the language and cognitive development subscale and total ADSI. Implications for Research and Practice: The findings revealed that the children attending full-day programs with classroom sizes averaging 20 to 24 differed significantly from the children in other groups. This suggests that full-day programs have positive effects on children's development; therefore, it is important to increase the number of full-day programs in Turkey. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.14689/ejer.2017.68.14
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: 257
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      – SubjectFull: Early childhood education
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      – SubjectFull: Child development
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      – SubjectFull: Classrooms
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      – SubjectFull: Educational quality
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      – SubjectFull: Education
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      – SubjectFull: Psychology
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      – SubjectFull: Türkiye
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      – TitleFull: The Effects of Early Childhood Classroom Size and Duration on Development of Children.
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            NameFull: CANBELDEK, Merve
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              Text: 2017
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