Examination of early literacy-rich settings in inclusive preschool classrooms.
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| Title: | Examination of early literacy-rich settings in inclusive preschool classrooms. |
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| Authors: | Baştuğ, Yunus Emre1 (AUTHOR) yunusemrebastug1@gmail.com, Bakkaloğlu, Hatice2 (AUTHOR) |
| Source: | International Journal of Early Years Education. Dec2025, Vol. 33 Issue 4, p724-742. 19p. |
| Subject Terms: | *Emergent literacy, *Classroom environment, *Demographic characteristics, *Children with disabilities, *Education research, *Measuring instruments, Replication (Experimental design) |
| Abstract: | The purpose of this study was to describe the current state of early literacy-rich settings of inclusive preschool classrooms where inclusive practices are implemented. In order to build the scale (measurement instrument), first, an item pool was created, expert input was solicited, and a pilot form of the scale was created, all in accordance with the study's objectives. Following that, data were collected from 311 teachers employed in 55 kindergartens to undertake validity and reliability analyses of the measurement instrument and to construct its final form. The study began with an examination of the validity and reliability of the Preschool Early Literacy Settings Evaluation Scale (PELSES). Exploratory factor analysis was conducted to determine the scale's factor structure, yielding a 27-item 5-factor PELSES with eigenvalues ranging from 1.43 to 9.27. Second, the state of the early literacy-rich settings of preschool classroom environments was described by determining mean scores and the classroom environments these scores represented. According to the findings, 17.4% of the preschool classrooms in the study were classified as inadequate, 30.2% as incomplete, 35.4% as average, and 17% as good classroom environments. Finally, which demographic characteristics make a difference in early literacy settings in inclusive preschool classrooms were investigated. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd 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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