1、学前教育外文翻译文献文献信息：文献标题：Motivations and Barriers in Promoting Preschool Education（推进学前教育的动因与障碍）国外作者：A.Gler Kkturan，Sadegl Akbaba Altun文献出处：Kuram Ve Uygulamada Egitim Bilimleri,2017,17(4):14331450字数统计：英文2785单词，15301字符；中文4524汉字外文文献：Motivations and Barriers in Promoting Preschool EducationAbstract This stu
2、dy is designed to explore the reasons for sending and not sending preschool age children to preschools at an early age by exploring the motivations for and barriers towards promoting preschool education in Turkey. It aimed to determine various stakeholders perceptions, attitudes, and knowledge relat
3、ed to preschool education in order to promote high-quality and comprehensive preschool education. The research was conducted with 224 participants in five cities in Turkey. Qualitative data was collected through individual and focus group interviews and interpreted by content analysis and descriptiv
4、e analysis. The findings indicated that families put forward the following reasons for sending their children to preschool: preschool education prepares children for school and helps form the habit of attending school, teachers efforts in convincing parents to send their children to preschool, provi
5、ding the care for the children of working mothers with preschool teachers , and preschool helps children develop social behavior. The following factors were reasons families did not send their children to preschool: economic conditions, perceiving the child as too young, concerns over practices at s
6、chool, perceptions about the mothers role, and distrust of the transportation system. The results will help decision makers develop policies and strategies to heighten the general publics awareness of the need for early education, as well as better provide early education opportunities.Keywords: Pre
7、school education; Motivation; Barrier; Pre-schooling; Dissemination of preschool educationIntroduction Research is well established in showing that access to a high-quality early childhood education has a direct and permanent effect at every stage of human development (Avila & Baldwin, 2007; Barnett
8、, 2008; Blau & Currie, 2005; Heckman & Masterov, 2007; Reynolds, 1992; Reynolds, Mehana, & Temple, 1995). For this reason, in order to provide early education policies, countries determine their equality in opportunity policies and form new strategies. Many countries regulate their early childhood e
9、ducation practices through the state legislature and as part of the education system according to the socio-political developments of the country. These legislative regulations determine basic core values in areas like curriculum, institutional process, teacher education, personnel requirement, moni
10、toring and finance, and parent-teacher cooperation (Bankovi, 2014; Karila, 2008; Kuisma & Sandberg, 2008; Sheridan, Williams, Sandberg, & Vuorinen, 2011).Likewise, preschool education and the preschool teacher training system have been changed and developed in Turkey. Even though kindergartens opene
11、d before 1908, they became organized and widespread following the Temporary Preschool Law dated 23 September 1913. After two years, the Law Primary school bylaws were issued in 1915.Accordingly, kindergartens were opened, whether attached or unattached to primary schools, in order to provide educati
12、on for children aged four to seven (Akyz, 1989; Ciciolu, 1989). With the opening of kindergartens, the need for trained teachers in these schools arose. In the same year as the issuance of the bylaws, a kindergarten teacher education school providing one year of education was opened in Istanbul, but
13、 it was closed after four years of operation in 1919. In this period, 370 preschool teachers were educated (Ouzkan & Oral, 1987) and preschool education took its institutional place in the education process in real terms.However, for many years, the insufficient quality and quantity of early educati
14、on, the changing position of women within the family and their active roles in real life due to rapid socio-cultural and economical changes, and, most importantly, the positive impact of early education on a childs development as proven by educational studies and brain surveys demonstrate the necess
15、ity to take certain measures in the early stages of care and education of children.Early education gained functionality with the “Preschool Curriculum and Regulations,” “Temporary Teacher Training Regulation,” and “Preschool Regulation,” all of which were issued in 1952 and cover the voluntary educa
16、tion process for students not at elementary school age. Today, early education is given by the Ministry of National Education, Ministry of Family and Social Politics, Ministry of Labor, Universities, and voluntary agencies in kindergartens, implementation classrooms, nurseries, and day care centers
17、for care and educational purposes. This multi-headed structure prevents education from reaching its desired quality level.Educational programs for early education were prepared by the Ministry of National Education (MoNE) and Board of Education in order to give high-quality training to teachers. Pro
18、gram developments were made at various times to troubleshoot and practice new applications that were presented by scientific studies. Accordingly, current education programs were updated under the Education of Early Education Strengthening Project that was introduced by the Ministry of National Educ
19、ation, financed by the European Community, and technically supported by UNICEF. Currently, applied education programs are prepared separately for 036 months old and for 3772 months old. An educational approach based on the Developmental Appropriate Program is adopted. In this approach, it is essenti
20、al to consider the active participation of the child and the family, suitability of the requirements, and environmental properties. Thus, it aims to raise a childs behaviors in all development areas to a higher level by meeting his requirements and supporting interactions with each other in his deve
21、lopment areas. Teachers who have graduated from the undergraduate program in early education from faculties of education are responsible for the implementation of this program in the preschool education institutes. Training is given in separate classrooms, formed according to their ages (3, 4, and 5
22、). Classes are composed of 2024 groups of children composed equally of each gender.When the current structure of education in Turkey is assessed in terms of program, equipment, and teacher education, it appears that they have several characteristics in common with EU and OECD member countries. Howev
23、er, even though the starting age for early education in OECD countries varies, if early education is evaluated in terms of schooling rates, 71% of three-year-old children and 86% of four-year-old children participated in this non-compulsory education in 2014. The participation of four-year-old child
24、ren at 94% was significantly higher in 2016. At least 90% of children aged three to four were enrolled in early childhood education in OECD countriessuch as Belgium, Denmark, France, Germany, Island, Israel, Italy, Norway, Spain, and Swedenand in most of the OECD countries have full enrollment in EC
25、EC for five year olds (Organization for Economic Co-operation and Development OECD, 2016). Even though the targeted schooling rate is set to 50% for three to five (3772 months) years of age and 100% for five (6072 months) years of age in the Ninth Development Plan for the year 2013 and despite all t
26、he efforts for promoting preschool education, at the beginning of the academic year of 2015/2016 the schooling rate for Turkey is 11.74% for three years of age, 33.56% for four years of age and 67.17% for five years of age (MEB, 2015). These rates indicate that the desired and targeted levels in ear
27、ly education have not yet been met.However, this transition is not always smooth and fast in nature for major stakeholders, who include preschool age children, their families, teachers, mukhtars, prayer leaders, representatives of the Board of National Education, municipality, and written/visual pre
28、ss. In order to promote preschool education, it is important to determine how those stakeholders perceive what their own attitudes are and what they think of not sending children to preschools. In addition, in order to increase schooling rates to acceptable levels at the preschool level, it is cruci
29、al to define and understand the context that policy makers deal with.Therefore, this study has been conducted to determine the stakeholders motivations for sending or not sending their children to preschool education. The results may inform decision or policy-makers at all levels as they develop pol
30、icies and strategies to increase the general public awareness of the need for preschool education, as well as provide preschool education opportunities by increasing awareness about how different stakeholders perceive preschool education.MethodThis study was designed as a qualitative case study in o
31、rder to explore the reasons the participants considered in sending or not sending their children to preschool. Case studies are used for describing an intervention or phenomenon and its real-life context when posing questions like “how” or “why” (Yin, 2003).ParticipantsThe sampling process included
32、criterion and maximum sampling procedures (Patton, 1990). Variables including geographical regions, migration patterns (incoming-outgoing), and schooling rates were considered the main factors affecting preschool education attendance; therefore, based on these criteria, five cities were determined.
33、When selecting the participants, it was also ensured that both rural and urban settlements were represented. Finally, a total of 224 participants representing parents, preschool teachers, preschool students, imams (prayer leaders), mukhtars (head of village or neighborhood), and branch directors of provincial national ed
