Inclusive ideals, everyday realities: preservice teachers’ conceptions and practices of circle time in early childhood classrooms in Türkiye

Stage 1: Survival During Stage 1, which may last throughout the first full year of teaching, the teacher's main concern is whether she can survive. This preoccupation with survival may be expressed in questions the teacher asks: "Can I get through the day in one piece? Without losing a child? Can I make it until the end of the week? Until the next vacation? Can I really do this kind of work day after day? Will I be accepted by my colleagues?" Such questions are well expressed in Ryan's enlightening collection of accounts of first-year teaching experiences (3).

Early childhood education emphasizes the need of providing high quality early childhood mathematics programs for preschool children. However, there is little research that examines the importance of preschool children’s mathematical knowledge development and teachers’ beliefs about how to teach mathematics to young children. The purposes of this study were to investigate pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and their beliefs about teaching mathematics in the preschool classroom and also to determine how experience differentiates the two groups. This research employed a non-experimental research design with convenient sampling. Ninety-eight pre-service teachers and seventy-seven in-service preschool teachers participated in the research. The Knowledge of Mathematical Development survey (KMD) and the Beliefs survey were used to investigate possible differences between pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and between their beliefs about teaching mathematics. The findings of this study indicate a statistically significant difference between pre-service teachers and in-service preschool teachers in relation to their knowledge of mathematical development. This finding shows that pre-service teachers’ knowledge of children’s mathematical development is somewhat limited; most pre-service teachers have difficulty identifying the process of preschool children’s development of mathematics skills. A second finding reveals a statistically significant difference between pre-service teachers and in-service preschool teachers in relation to their beliefs about (a) age-appropriateness of mathematics instruction in the early childhood classroom, (b) social and emotional versus mathematical development as a primary goal of the preschool curriculum, and (c) teacher comfort with mathematics instruction. No statistically significant difference was found between pre-service teachers’ and in-service preschool teachers’ beliefs regarding the locus of generation of mathematical knowledge. Both groups believe it is the teacher’s responsibility to intentionally teach mathematics to young children. This result suggests that both pre-service and in-service preschool teachers believe that teachers should play a central role in the teaching of mathematics to preschool children. However, both groups would need appropriate education and training to learn how to teach mathematics to young children. Pre-service and in-service preschool teachers’ varying levels of experiences and different levels of education may help explain why there is a significant difference between their knowledge of mathematical development and beliefs about teaching mathematics.

The challenge of better preparing pre-service early childhood teachers to deliver appropriate science learning experiences in the classroom poses complex yet relevant issues. An innovative strategy to solve this problem has been a unique cross-discipline and collaborative approach. The purpose of this innovation was to provide pre-service early childhood teachers with the best possible chance of acquiring the requisite science content to merge with their pedagogical skills and thus increase their confidence to teach science in the classroom. The collaborative approach involved teacher educators and science/engineering academics together developing science resources and implementing them through team-teaching within the pre-service teachers’ science methods course. Data collection from the pre-service teachers included pre- and post-questionnaires, open-ended questions, poster analysis and semi-structured interviews. Across the course, the pre-service teachers’ confidence to teach science increased due to being shown how to teach science to young children, the wide range of ideas and activities presented that could be transferred to the early childhood classroom and increased science content knowledge. Science content knowledge increased due to active participation within the science methods course, access to science/engineering academics to explain concepts and information presented within the new science resources. This collaborative approach to developing and implementing science resources within a science methods course increased pre-service teachers’ accessibility to science and encouraged the teaching of science in the early childhood classroom.

Circle time is commonplace in traditional preschools, yet there are few references to the practice in Montessori’s writings or in major Montessori organizations’ and teacher education standards. This article investigates whether circle time is frequent in Montessori 3–6-year-old classrooms using data from a widely distributed Qualtrics survey. The results, from 276 respondents spanning all 50 states, provide insight into the circle time practices of United States-based preschool Montessori teachers, also known in Montessori classrooms as guides. We present novel information regarding circle time duration and frequency, types of circle time activities, Montessori guides’ circle time training and planning, whether children’s circle time attendance is free choice or compulsory, and the nature of circle time in programs associated with Association Montessori Internationale versus American Montessori Society. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time for 20 minutes or less; the most common circle time events were show-and-tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. We found that many of the most frequent circle time activities do not align with children’s preferences, teacher preferences, or Early Childhood best practices. Our work invites Montessorians to engage in the work of reconstructing the traditional practice of circle time to better align with Montessori hallmarks of choice, development of the will, and joyfulness.

ABSTRACT: While it is widely accepted that the use of in the early childhood classroom is fundamental, most early childhood professionals are not equipped to integrate throughout the curriculum. This study compares three groups (n = 13, n = 16, n = 8) of early childhood educators that received a variety of types of instruction and guidance on the implementation of over the course of the school day. Undergraduate education students (n = 14) facilitated the sessions and were asked to give written feedback on their experiences and interactions with the teachers and children. A one hour, in-class observation was conducted and the number of activities used was recorded approximately one month after the completion of the workshop. In addition to the observation, measures for this study included a teacher and self-efficacy scale as well as a questionnaire regarding the nature of use in the classroom. Findings of this study indicate that providing a model for implementation and support may increase the amount of used by the classroom teacher. Additionally, teachers are more likely to implement and follow through with new programs early in their career. Suggestions for future research are discussed. In recent years, the idea that should be an integral part of early childhood curriculum and experiences has become irrefutable. Music facilitates communication across all developmental levels and can be utilized to achieve socialemotional and academic goals (Camilleri, 2000). Weinberger (1998) discusses a number of studies that support active making as an effective measure to increase creativity. Guilmartin (2000), in reflecting on the end of the twentieth century and looking to the new millennium, notes the resurgence of participation in and its use for expression and development. Additionally, the idea of teaching new skills within the framework of a child's natural activities (i.e., play) is widely supported by education professionals (Mori, 1996). Because has been part of children's play throughout history, there is evidence that it can be easily embedded in the daily routine (Achilles, 1999). As all of these issues have risen to the forefront of early childhood education reform, the need to pinpoint and address specific outcomes and strategies regarding the use of in the early childhood classroom has become paramount. In 2000, the Music Educator's National Conference (MENC) in cooperation with the National Association for the Education of Young Children (NAEYC) and the U.S. Department of Education held an Early Childhood Music Summit, entitled Start the Music, which outlined and discussed the needs of both the early childhood and education professions. Strategies for ensuring music education [as] basic and therefore integral to the education of children at any age (Boston, 2000) were outlined and discussed at length. Of the topics discussed, one of the most pervasive was the need for a delivery system and a focus on pre-service teacher education and continuing education for those working with young children. In Nardo's (1996) investigation of in early childhood teacher preparation in the state of California, she noted the need for a minimum of two semesters of study in order to train pre-service teachers how to utilize in a meaningful and lasting manner in the early childhood classroom. Simplicio (2000) maintains that teachers must have a thorough understanding of new and creative methods of instruction before attempting to implement strategies in their classroom. Scott-Kassner (1999) supports this position and outlines necessary characteristics of individuals that provide experiences to young children as well as suggestions for increased training in both and early childhood education. Comprehensive training and practical experiences provided by specialists will increase the comfort level of both pre-service and current teachers with the necessary material. …

CONTEXT. Teachers’ attitudes are prerequisite to the implementation of inclusive practices, and teachers’ professional development through their teacher preparation programmes is important for inclusive classroom practice in schools. Developing effective inclusive practice begins in the teachers’ professional preparation. This study investigated pre-service teachers’ understandings of inclusive practice in Scotland and Finland. The aim was to have an in-depth understanding of some pre-service teachers’ views with examples and gain ideas that could count as evidence of inclusive practice, contributing to the dialogue about good inclusive practice. METHODS. This was a comparative small-scale qualitative study. Data were drawn from focus group interviews with second- and fourth-year pre-service teachers from both countries. The focus groups were conducted online, they lasted around an hour, and they were video and audio recorded. Qualitative data were analysed using thematic analysis. The Finnish data was analysed in Finnish but during the analysis their meanings and interpretations were confirmed through regular discussions. FINDINGS. In both contexts, the participants understand inclusive education beyond disabilities and special education. There was a better understanding of inclusive practice, more examples and fewer concerns from fourth-year pre-service teachers compared to second-year pre-service teachers. The replies of pre-service teachers in both countries highlighted the importance of values and pedagogy. Pre-service teachers shared examples of pedagogical approaches that they consider to be inclusive, but links to socially-constructed notions of ability or having the same expectations from all pupils were also evident. The findings indicate that a focus on values and pedagogy in both teacher preparation programs is needed with more explicit links between key ideas and practice. It is suggested that the idea of inclusion is embedded in the programs rather than focusing solely on special education modules. This study offers empirical evidence and contributes to inclusive education research, teachers’ professional preparation, policy goals and practice. KEY MESSAGE. A focus on values and pedagogy in teacher preparation programs is needed with more explicit links between key ideas and practice.

This study examines the perceptions of in-service and pre-service preschool teachers regarding the integration of artificial intelligence (AI) into early childhood education. It explores teachers’ views on AI’s pedagogical potential, associated ethical concerns-particularly data privacy and digital well-being-and their professional development needs. Using a qualitative case-study design, semi-structured interviews were conducted with ten in-service and five pre-service teachers in Türkiye. The interviews were transcribed and analysed thematically following Creswell’s framework, with intercoder agreement exceeding 90 percent. Both groups viewed AI as a potentially valuable tool for supporting personalized learning, fostering creativity, and reducing teachers’ routine workload. However, in-service teachers expressed more practice-based concerns, including reduced face-to-face interaction, shortened attention spans, and uncertainties regarding the security and governance of children’s data. Pre-service teachers, while generally positive, demonstrated limited practical readiness, reflecting their primarily theoretical exposure to AI during teacher education. The findings highlight the need for targeted professional development, clearer ethical guidelines, and meaningful family engagement to ensure developmentally appropriate and responsible AI use in early childhood settings. This study offers preliminary yet informative insights that may guide future curriculum design, teacher-education initiatives, and emerging policy discussions surrounding the pedagogically sound and ethically responsible integration of AI in early learning environments.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

The University of Wisconsin-Whitewater and the Department of Kinesiology’s mission is to provide educational experiences that empower students to become lifelong learners who can lead successful lives and create a positive environment for students from all backgrounds and abilities. This presentation underscores the importance of preparing educators to champion inclusion and equity in physical education (PE) and contribute to a more accessible and diverse PE landscape. Preparing pre-service physical education teachers to support the goals of the Move United Organization requires innovative and inclusive teaching strategies. Move United is committed to promoting adapted and inclusive sports, fostering physical activity for individuals of all abilities. This presentation engages participation in the evidence-based course strategies designed to equip future PE teachers with the skills and knowledge to create accessible, inclusive learning environments in K-12 settings and the surrounding community. Key strategies include experiential learning through adapted activity labs, case studies on diverse learners, and collaborative problem-solving sessions to design inclusive lessons aligned with national standards. Through reflection activities and real-world teaching experiences, pre-service teachers develop the confidence and capacity to promote inclusive physical activity opportunities, aligning with Move United’s mission. Assessment data shows that these strategies improve pre-service teachers’ understanding and application of inclusive teaching practices. Move United’s ambitious goal is that by 2028, ninety-percent of all Americans live within fifty miles of a Move United Member Organization. We are supporting this movement through cultivating knowledge and promotion of adapted sports.

This study aims to analyze and examine learning strategies in early childhood through the Beyond Center And Circle Time (BCCT) approach in improving critical thinking skills in early childhood. The subject of this research is RA Raudlatul Hasanah Condong Gading Probolinggo. This research uses a qualitative case study-type approach with observation, interview and documentation techniques. The data analysis is carried out circularly, starting with data display, reducing, and concluding. Sources of informants were obtained from school principals, teachers and guardians of students. The results of the study show that in improving critical thinking skills for early childhood at RA Raudlatul Hasanah by adopting the Beyond Center And Circle Time (BCCT) method, which is carried out in the following stages; first problem mapping, a second implementation of Beyond Centre And Circle Time (BCCT), third evaluation and follow-up plan. This research has implications that the BCCT method has a significant influence on improving thinking skills in early childhood, which can be seen when students ask questions, are enthusiastic about participating in teaching and learning activities and are always excited and cheerful in carrying out activities using this method.

Inclusive policies in early childhood classrooms have in recent decades become mainstream [UNESCO. 1994. The UNESCO Salamanca statement and framework for action on special educational needs. Paris: UNESCO]. Inclusive practices however are far from ideal [Slee, R. 2013. “How do we make inclusive education happen when exclusion is a political predisposition?” International Journal of Inclusive Education 17 (8): 895–907; Grace, R, G. Llewellyn, N. Wedgwood, M. Fenech, and D. McConnell. 2008. “Far From Ideal: Everyday Experiences of Mothers and Early Childhood Professionals Negotiating an Inclusive Early Childhood Experience in the Australian Context.” Topics in Early Childhood Special Education 28 (1): 18–31] and although children with disabilities are often welcomed into early childhood classrooms, the dominant discourses that circulate continue to position them as different and as Other [Watson, K. 2017. Inside the ‘inclusive’ early childhood classroom: The power of the 'normal’. New York: Peter Lang]. To build on our understanding of contemporary inclusive practices, an awareness of the complexities of the knowledge that informs practice is central. Some appreciation of the contribution made by historical discourses to the contemporary construction of disability in the classroom is necessary [Barnes, C. 2014. “A brief history of discrimination and disabled people.” http://repositoriocdpd.net:8080/bitstream/handle/123456789/495/CL_BarnesC_BriefHistoryDiscrimination_1991.pdf?sequence = 1]. This ethnographic research, employing observation and conversations among children, brings into focus how remnants from the past affect everyday encounters in the classroom as deeply embedded fears and anxieties continue to circulate around disability. Seldom made visible, rarely talked about or openly challenged, bygone relics permeate the way educators and children position children with a disability as a comparison to the norm, hindering inclusivity. This paper aims to bring into focus how fear affects the way disability is positioned in our early childhood classrooms, fear that leads to exclusions, separation, and Othering. Recognition of the past and scrutiny of the fear that lingers provides some promise for inclusive practice.

This literature review aims to analyze how inclusive learning environments play an important role in improving early childhood language development. The research method involved a systematic analysis of recent literature from leading scholarly databases, with a focus on empirical studies in the last five the last five years. The results of this review show that inclusive learning environments inclusive learning environments have a significant positive impact on language development in children aged 0-8 years. Some of the key components identified in the the literature include diversity, social interaction, cooperative learning and interaction-based interventions. In addition, an important role is also played by educators, family involvement and the use of technology in creating an inclusive inclusive learning environment. Inclusive environments not only improve children's expressive and receptive language skills, but also encourages rich and diverse interactions, as well as increasing metalinguistic awareness. Recommendations for future research include expanding the geographical coverage in the studies conducted, conducting longitudinal studies to evaluate the long-term impact of inclusive environments on early early childhood language development, and conducting further investigations into the role of technology in supporting inclusive language learning. In addition, studies on on the effectiveness of teacher training models also needs to be conducted to create a more responsive inclusive learning environments that are more responsive and better support children's language development. children's language development.

This paper considers the perceptions and teaching practices of Turkish pre-service early childhood education teachers with regard to nature-based teaching. Nature-based activities rarely take place in Turkish early childhood education settings; accordingly, there is a clear need to develop pre-service teachers’ professional experience related to nature-based teaching to empower them to support children’s learning in natural environments. In this study, eight pre-service teachers applied nature-based teaching in a professional experience placement over a period of 10 weeks. Clarke and Peterson’s (1986) model of teachers’ thoughts and actions guided this study in terms of understanding pre-service teachers’ related perceptions and practices. Qualitative data were collected through activity plans and semi-structured interviews, the findings from which revealed that the implementation of various activities using natural materials and the natural environment increased pre-service teachers’ self-confidence related to nature-based teaching. The primary barriers to the implementation of nature-based teaching activities were reported as being the attitudes of families and school management, weather conditions and pre-service teachers’ lack of knowledge of nature-based pedagogies. These barriers could be addressed by supporting pre-service early childhood teachers’ professional development and by affording them more opportunities to perform nature-related activities in early childhood settings.

Aims: This study aims to analyze the improvement of early childhood learning through effective communication in Beyond Centers and Circle Time activities on children's cognitive and language development. Study Design: The research used quantitative research with a quasi-experimental research design. Place and Duration of Study: The research sample was from children of Khodijah Kindergarten Wonorejo, Wonokromo and Pandegiling Surabaya. This research was conducted between February and March 2024. Methodology: The study sample consisted of 60 children, 30 children in the experimental group and 30 children in the control group. The 10 children in each group were representative of the three kindergartens used in the study. Data collection used tests to test cognitive development and performance to test children's language development. Data analysis used homogeneity test, normality test, and t test. Results: The results of the analysis obtained a value of 0.029 <0.050 which indicates a significant increase in effective communication in early childhood in Beyond Centers and Circle Time learning on cognitive development and the results of the analysis obtained a value of 0.003 <0.050 which indicates a significant increase in effective communication in early childhood in Beyond Centers and Circle Time learning on child language development. Structured communication during Beyond Centers and Circle Time activities has improved children's cognitive and language skills for the better. In particular, children were able to show better attention during learning activities, improve peer interactions, and engage themselves in learning activities, all due to the role of effective communication during these learning activities. Conclusion: It was found that increasing effective communication in early childhood learning in Beyond Centers and Circle Time learning can affect early childhood cognitive and language development. Suggestions for future researchers, the hope is to continue research related to Beyond Centers and Circle Time learning, it could be that this learning could have other benefits in early childhood skills or knowledge. Or it can be applied in early childhood education institutions in other areas because the problems in each educational institution must be different. And it can also be a source of reference or new information for further research that explores this learning or related to effective communication in early childhood learning.

There has been a significant policy shift from parallel systems of special and mainstream education in the Republic of Ireland towards provision underpinned by enabling legislation with a presumption for inclusion. The role of teachers in establishing inclusive learning environments is critical and it is generally accepted that inclusive practice relies to a large extent on teacher knowledge, skills, understanding, capacity and attitudes. This exploratory study aimed to gather information on teachers' attitudes about inclusion, and perceived constraints in creating inclusive learning environments. A range of schools from urban, semi-urban, provincial and rural backgrounds were included and data were collected using semi-structured interviews (n = 24) including all principals, class teachers and support staff in the participating schools. Teachers recognised the challenge of responding appropriately to diversity within schools and are generally supportive of the principle of inclusion. However, there are clear concerns around their individual capacity and the capacity of their schools to develop inclusive learning environments. A positive school ethos was a significant factor in ensuring inclusive practice. International research indicates that the complex mix of positive teacher beliefs combined with fears and perceived inadequacies is quite common in the evolution of practice towards inclusive learning environments.