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Action research through art: Social studies in early childhood.

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Title: Action research through art: Social studies in early childhood.
Authors: Kimzan, İlayda, Acer, Dilek
Source: Journal of Educational Research. 2025, Vol. 118 Issue 3, p201-220. 20p.
Subjects: Humanities education, World citizenship, Poverty, Action research, Democracy
Abstract: Early childhood social studies education prepares children for global citizenship by providing them with democratic values and social skills. Social studies is a field in which children learn from experience in their daily lives and sometimes gain awareness through planned learning processes. Through action research methods, this study aims to equip early childhood children with knowledge and awareness in areas such as poverty, family differences, and special needs. During the course of the research process, researchers collected data using a variety of approaches, including observations of children, interviews with teachers, researcher diaries, comments from other members of the school staff, and the opinions of the validity committee. The collected data were analyzed in two stages. In the first stage, the inductive analysis method was used to determine the focus group and identify the problems. The previous themes guided the use of deductive analysis in the action plan process. In this context, the study's main participants were 15 children in need of intervention and their teachers. As a result of the intervention applied to children through collaborative action research, great changes emerged in children's perceptions of the differences in their environment. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research 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: Psychology and Behavioral Sciences Collection
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  Data: Action research through art: Social studies in early childhood.
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  Data: <searchLink fieldCode="AR" term="%22Kimzan%2C+İlayda%22">Kimzan, İlayda</searchLink><br /><searchLink fieldCode="AR" term="%22Acer%2C+Dilek%22">Acer, Dilek</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2025, Vol. 118 Issue 3, p201-220. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Humanities+education%22">Humanities education</searchLink><br /><searchLink fieldCode="DE" term="%22World+citizenship%22">World citizenship</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br /><searchLink fieldCode="DE" term="%22Democracy%22">Democracy</searchLink>
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  Data: Early childhood social studies education prepares children for global citizenship by providing them with democratic values and social skills. Social studies is a field in which children learn from experience in their daily lives and sometimes gain awareness through planned learning processes. Through action research methods, this study aims to equip early childhood children with knowledge and awareness in areas such as poverty, family differences, and special needs. During the course of the research process, researchers collected data using a variety of approaches, including observations of children, interviews with teachers, researcher diaries, comments from other members of the school staff, and the opinions of the validity committee. The collected data were analyzed in two stages. In the first stage, the inductive analysis method was used to determine the focus group and identify the problems. The previous themes guided the use of deductive analysis in the action plan process. In this context, the study's main participants were 15 children in need of intervention and their teachers. As a result of the intervention applied to children through collaborative action research, great changes emerged in children's perceptions of the differences in their environment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2025.2454686
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      – Code: eng
        Text: English
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      – SubjectFull: Humanities education
        Type: general
      – SubjectFull: World citizenship
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Action research
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      – SubjectFull: Democracy
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      – TitleFull: Action research through art: Social studies in early childhood.
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              Text: 2025
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