Readiness for Reading and Writing in Pre-School Period: Teachers' Viewpoints on Classroom Environment and Practices
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| Title: | Readiness for Reading and Writing in Pre-School Period: Teachers' Viewpoints on Classroom Environment and Practices |
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| Language: | English |
| Authors: | Senol, Fatma Betül (ORCID |
| Source: | International Online Journal of Education and Teaching. 2021 8(1):432-453. |
| Availability: | Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Reading Readiness, Writing Readiness, Preschool Teachers, Teacher Attitudes, Classroom Techniques, Classroom Environment, Learning Activities |
| ISSN: | 2148-225X |
| Abstract: | The study aimed to scrutinize the views of pre-school teachers on children's readiness for reading and writing in relation with the classroom environment and the practices. This case study adopted descriptive design based on the qualitative data. The participants of the study comprised 47 pre-school teachers, who were selected via purposive sampling method. The data were collected using a semi-structured interview form, and analyzed via content analysis technique. The results obtained from the study showed that in order to support children's readiness for reading and writing skills in the pre-school period, both classroom environment, and activities played a significant role in attracting the attention of children, and preparing them for their primary school period. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1286726 |
| Database: | ERIC |
| Abstract: | The study aimed to scrutinize the views of pre-school teachers on children's readiness for reading and writing in relation with the classroom environment and the practices. This case study adopted descriptive design based on the qualitative data. The participants of the study comprised 47 pre-school teachers, who were selected via purposive sampling method. The data were collected using a semi-structured interview form, and analyzed via content analysis technique. The results obtained from the study showed that in order to support children's readiness for reading and writing skills in the pre-school period, both classroom environment, and activities played a significant role in attracting the attention of children, and preparing them for their primary school period. |
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| ISSN: | 2148-225X |
