[雙語翻譯]學前教育外文翻譯—推進學前教育的動因與障礙（原文）

1、Received: November 17, 2015Revision received: February 3, 2017Accepted: February 20, 2017Online First: May 31, 2017Copyright © 2017 EDAMwww.estp.com.trDOI 10.12738/estp.2017.4.0368 ? August 2017 ? 17(4) ? 1433–1450R

2、esearch ArticleKURAM VE UYGULAMADA E??T?M B?L?MLER? EDUCATIONAL SCIENCES: THEORY & PRACTICE* This study was produced from the research project “Knowledge Attitude and Practice in Preschool Education” which is support

3、ed by UNICEF.1 Correspondence to: A. Güler Küçükturan, Department of Basic Education, Faculty of Education, Sakarya University, Hendek, Sakarya 54300 Turkey. Email: agulerk@gmail.com2 Faculty of Educa

4、tion, Ba?kent University, Ankara 06790 Turkey. Email: akbabas@baskent.edu.trCitation: Küçükturan, A. G., & Akbaba Altun, S. (2017). Motivations and barriers in promoting preschool education. Education

5、al Sciences: Theory & Practice, 17, 1433–1450. http://dx.doi.org/10.12738/estp.2017.4.0368AbstractThis study is designed to explore the reasons for sending and not sending preschool age children to pre-schools at an

6、early age by exploring the motivations for and barriers towards promoting preschool educa-tion in Turkey. It aimed to determine various stakeholders’ perceptions, attitudes, and knowledge related to preschool education i

7、n order to promote high-quality and comprehensive preschool education. The research was conducted with 224 participants in five cities in Turkey. Qualitative data was collected through indi-vidual and focus group intervi

8、ews and interpreted by content analysis and descriptive analysis. The findings indicated that families put forward the following reasons for sending their children to preschool: preschool education prepares children for

9、school and helps form the habit of attending school, teachers’ efforts in con-vincing parents to send their children to preschool, providing the care for the children of working mothers with preschool teachers , and pres

10、chool helps children develop social behavior. The following factors were reasons families did not send their children to preschool: economic conditions, perceiving the child as too young, concerns over practices at schoo

11、l, perceptions about the mother’s role, and distrust of the transporta-tion system. The results will help decision makers develop policies and strategies to heighten the general public’s awareness of the need for early e

12、ducation, as well as better provide early education opportunities.KeywordsPreschool education ? Motivation ? Barrier ? Pre-schooling ? Dissemination of preschool educationA. Güler Küçükturan1Sakarya U

13、niversitySadegül Akbaba Altun2Ba?kent UniversityMotivations and Barriers in Promoting Preschool Education*1435Küçükturan, Akbaba Altun / Motivations and Barriers in Promoting Preschool Educationcare a

14、nd educational purposes. This multi-headed structure prevents education from reaching its desired quality level. Educational programs for early education were prepared by the Ministry of National Education (MoNE) and Boa

15、rd of Education in order to give high-quality training to teachers. Program developments were made at various times to troubleshoot and practice new applications that were presented by scientific studies. Accordingly, cu

16、rrent education programs were updated under the Education of Early Education Strengthening Project that was introduced by the Ministry of National Education, financed by the European Community, and technically supported

17、by UNICEF. Currently, applied education programs are prepared separately for 0–36 months old and for 37–72 months old. An educational approach based on the Developmental Appropriate Program is adopted. In this approach,

18、it is essential to consider the active participation of the child and the family, suitability of the requirements, and environmental properties. Thus, it aims to raise a child’s behaviors in all development areas to a hi

19、gher level by meeting his requirements and supporting interactions with each other in his development areas. Teachers who have graduated from the undergraduate program in early education from faculties of education are r

20、esponsible for the implementation of this program in the preschool education institutes. Training is given in separate classrooms, formed according to their ages (3, 4, and 5). Classes are composed of 20–24 groups of chi

21、ldren composed equally of each gender.When the current structure of education in Turkey is assessed in terms of program, equipment, and teacher education, it appears that they have several characteristics in common with

22、EU and OECD member countries. However, even though the starting age for early education in OECD countries varies, if early education is evaluated in terms of schooling rates, 71% of three-year-old children and 86% of fou

23、r-year-old children participated in this non-compulsory education in 2014. The participation of four-year-old children at 94% was significantly higher in 2016. At least 90% of children aged three to four were enrolled in

24、 early childhood education in OECD countries—such as Belgium, Denmark, France, Germany, Island, Israel, Italy, Norway, Spain, and Sweden—and in most of the OECD countries have full enrollment in ECEC for five year olds (

25、Organization for Economic Co-operation and Development [OECD], 2016). Even though the targeted schooling rate is set to 50% for three to five (37–72 months) years of age and 100% for five (60–72 months) years of age in t

26、he Ninth Development Plan for the year 2013 and despite all the efforts for promoting preschool education, at the beginning of the academic year of 2015/2016 the schooling rate for Turkey is 11.74% for three years of age