Abstract

This study examines the impact of participatory pedagogy and child participation training on early childhood education (ECE) teachers’ perspectives on children's participation. The research employed a case study design, one of the qualitative research methods, and involved eight teachers working at an independent kindergarten under the Directorate of National Education in a province located in the inner Aegean region of Türkiye. Four of the teachers worked with 4-year-old children, while the remaining four worked with 5-year-olds. As part of the study, the teachers participated in a training program on participatory pedagogy and child participation, consisting of eight sessions over a four-week period. Following the training, it was found that the teachers’ views on child participation had shifted positively. They began to make decisions collaboratively with children, provide them with various choices, and feel more professionally competent in supporting child participation. Furthermore, the teachers integrated their new knowledge into their classroom programs, daily routines, and interactions with children.  

Keywords

References

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