Çocukları Okul Öncesi Eğitim Kurumlarına Devam Eden Ebeveynlerin Çocuktan, Kurumdan, Öğretmenden Beklentileri Ve Bu Beklentilerin Ebeveyn Tutumları İle İlişkisi

EMEL TATAR KESKİN

Çocukları Okul Öncesi Eğitim Kurumlarına Devam Eden Ebeveynlerin Çocuktan, Kurumdan, Öğretmenden Beklentileri Ve Bu Beklentilerin Ebeveyn Tutumları İle İlişkisi

Thesis Type: Postgraduate

Institution Of The Thesis: Yıldız Technical University, Graduate School of Social Sciences, Basic Education, Turkey

Approval Date: 2025

Thesis Language: Turkish

Student: EMEL TATAR KESKİN

Supervisor: Ümmühan Yeşil Dağlı

Open Archive Collection: AVESIS Open Access Collection

Abstract:

Parents enroll their children in early childhood education programs with a variety of expectations, from their children, teachers, and programs. These expectations may vary depending on sociodemographic characteristics and parenting attitudes. Given that parental expectations influence both instructional practices and children's developmental outcomes, understanding these expectations and their associated factors is essential. This study examined the importance that parents of children attending early childhood settings attribute to the acquisition of skills in cognitive, social-emotional and fine motor self-care developmental domains in the program. Additionally, the study investigated to what extents parents' agree with developmentally appropriate and inappropriate practices that would take place in the setting. Finally, the research explored whether these parental opinions varied by sociodemographic variables and parenting attitudes. The study was conducted with 111 parents (96 mothers and 15 fathers) whose children were enrolled in four independent public preschools affiliated with the Ministry of National Education in the Çekmeköy district of Istanbul during the 2024–2025 academic year. Data were collected using the "demografik information form" developed by the researcher, the "parental expectations questionnaire" developed by Yeşil Dağlı, and the "Parental Attitude Scale" developed by Karabulut Demir and Şendil (2007). Descriptive statistics, Pearson correlation, and ANCOVA analyses were utilized in data analyses. The findings revealed that parents held the highest expectations for the social-emotional development domain, followed by fine motor–self-care skills, with cognitive skills ranking lowest in parental expectations. A strong correlation (r = .778) was found between expectations regarding social-emotional and fine motor–self-care domains. Parents demonstrated high levels of agreement for the implementation of developmentally appropriate practices within preschool setting. Among parenting attitudes, only the democratic attitude was significantly and positively associated with parental agreement in developmentally appropriate practices and with the importance attributed to all three developmental domains. No significant associations were found between the other parenting attitudes and expectations held for developmental domains or developmentally appropriate or inappropriate practices. Birth order was associated with expectations regarding fine motor–self-care development, while the number of siblings was linked to expectations concerning developmentally inappropriate practices. These results offer valuable insights for early childhood programs, parents, and initiatives aiming to strengthen school-family collaboration.