Abstract
The aim of this study is to develop a scale of subjective well-being strategies used by preschool teachers for pre-school education childrens. This study covers the 2018-2019 academic years. The research was conducted with the participation of pre-school teachers in Istanbul. 230 pre-school teachers participated in the study. In this study, the stages of scale development were followed. Firstly interviews were made with teachers. During the interviews, an information gathering tool was developed, including demographic information. The following steps were followed in the study: Creation of item pool, creation of the scale trial form, implementation of scales, item analysis, explanatory factor analysis, reliability. According to the results of the study, a three-dimensional scale was reached. Dimensions of the scale; positive relationships with childrens, to satisfy the wishes of the childrens and play the game with the childrens are called. In this process, studies can be carried out with this scale.
Highlights
Pre-school period is a very important period in the development of children
The aim of this study is to develop a scale of subjective well-being strategies used by preschool teachers for pre-school education children
The scale was named as “The Scale of Happiness Strategies for Children Used by Preschool Teachers”
Summary
Pre-school period is a very important period in the development of children. This period refers to critical years in terms of gaining basic knowledge, skills and habits to children (Akgün, Yarar & Dinçer, 2011; Amca & Kıvanç-Öztuğ, 2016; Sapsağlam, 2016a). Pre-primary education institutions are the first educational institution encountered by the child and the preschool teachers are the first teachers in the life of the child and have a significant impact on the child (Sapsağlam, 2016b). The preschool teacher is the most important factor in the education process and the quality of pre-school education is the same as the quality of the teacher (Barnett, 2003)
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