Sense of Belonging in Early Childhood: A Study in an Early Childhood Education Center in Türkiye

Abstract

The aim of this study was to provide a multidimensional perspective on the attachment of children who were identified as different and maladaptive in their classrooms in a preschool education institution in the Mediterranean region of Türkiye. The study was carried out by collecting qualitative and quantitative data with triangulation method. Within the scope of the study, interviews were conducted with the teachers, the mothers of children, and the children; four girls and three boys, the youngest of whom was 58 months old and the oldest of whom was 74 months old. In addition, the Belonging Scale was applied to the children and observations were conducted by the researchers. As a result of the research, it was found that the weakest structures in children's perceptions of belonging were at the level of attachment to friends and family. The qualitative data supported the findings that the quality of children's relationships with their peers, siblings and mothers were effective on children's emotional state, and children showed complaint and violence behaviour patterns as conflict resolution strategies. In addition, it can be stated that teachers lack knowledge and understanding of the pedagogy of belonging and that children cannot gain conflict resolution and independence skills.