{"title":"Dreams of Preschool Children with Earthquake Experience: The Case of Kahramanmaraş","authors":"H. Dağlı, H. Elif Dağlıoğlu","doi":"10.1007/s10643-025-01927-6","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"54 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-025-01927-6","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
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