Dreams of Preschool Children with Earthquake Experience: The Case of Kahramanmaraş

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
H. Dağlı, H. Elif Dağlıoğlu
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Abstract

This study examines the dreams of children who have experienced an earthquake and subsequently started preschool education, as well as the reflections of these dreams in their drawings. The participants of the study consisted of 25 children aged 46–60 months attending a public independent preschool in Kahramanmaraş, the epicentre of the earthquake that occurred in Turkey on February 6, 2023. The study was designed based on a basic qualitative research model, utilizing the ‘Child Information Form’ prepared by the researchers and employing the ‘Drawing’ technique. The findings of the study reveal that the children’s drawings largely reflect earthquake-related themes in their dreams. In the children’s drawings, similar to those without any disaster-related experience, figures such as family members, houses, the sun, and the sea were present. However, it was also observed that they depicted changes in their daily routines, such as relocating to different cities, and used words like debris, damage, and security-related expressions—terms that are not typically part of their daily routines or conversations. In this context, the researchers recommended that teachers plan less structured activities and focus on activities that provide more opportunities for children’s interactions with one another.

有地震经历的学龄前儿童的梦:kahramanmaraku的案例
这项研究考察了经历过地震并随后开始学前教育的儿童的梦,以及他们在绘画中对这些梦的反映。该研究的参与者包括25名年龄在46-60个月之间的儿童,他们在kahramanmaraku的一所公立独立幼儿园上学,kahramanmaraku是2023年2月6日发生在土耳其地震的震中。本研究基于基本的定性研究模型,利用研究者准备的“儿童信息表”,并采用“绘图”技术进行设计。研究结果显示,孩子们的画在很大程度上反映了他们梦中与地震有关的主题。在孩子们的画中,像那些没有任何灾难相关经历的人一样,出现了家庭成员、房屋、太阳和大海等人物。然而,我们也观察到,他们描述了日常生活中的变化,比如搬到不同的城市,并使用了碎片、损坏和安全相关的词汇——这些术语通常不是他们日常生活或谈话的一部分。在这种情况下,研究人员建议教师计划较少结构化的活动,并专注于为孩子们提供更多相互交流机会的活动。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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