Billur Cakirer

Esta Tesis Doctoral consta de tres estudios independientes que pretenden analizar el proceso de inclusion de la diversidad cultural en los ninos preescolares y el papel del juego durante este proceso. En una primera fase se ha realizado un estudio de caso intrinseco que tiene por objeto identificar el proceso de inclusion de un nino turco de 5 anos de edad en un preescolar internacional situado en Sant Cugat, Cataluna (Espana) y el del papel del juego durante este proceso. Los datos fueron recogidos mediante observaciones participativas, conversaciones informales con los padres y los maestros registradas en notas de campo tomadas despues de las sesiones de observacion y conversacion. Los resultados del analisis cualitativo de los datos indico que los desafios para la inclusion se produjeron debido a las preocupaciones economicas, las limitaciones de tiempo, las expectativas poco realistas, las actitudes de los padres y profesores, las caracteristicas personales y la competitividad c...

Resumen El presente estudio muestra el punto de vista de las maestras del P4 y P5 del segundo ciclo de educación infantil sobre la inclusión de niños procedentes de culturas diferentes a través de juego. La pregunta guía de nuestro estudio es ¿Qué piensan las maestras sobre la utilidad de juego en la inclusión en contextos multiculturales de educación infantil? de Seleccionamos un CEIP ubicada en Terrassa, Catalunya como un caso para estudiar y entrevistamos 5 maestras de un CEIP en el año escolar 2010-2011. Los datos se analizaron cualitativamente y los hallazgos se presentan bajo tres temas: factores que promueven la inclusión durante el juego, factores que perjudica la inclusión durante el juego y cambios para mejorar la inclusión de los niños multiculturales. Abstract This study presents the perspectives of the P4 and P5 level (4 and 5 year-old groups) teachers of second cycle of early childhood education on the inclusion of children coming from different cultures through play. ...

This case study proposes to analyze the preschool teachers’ perceptions about the use of play as a medium of inclusion in culturally diverse preschool settings. A public preschool located in the Sant Llorenç neighborhood of the 6th District in Terrassa, Catalunya was chosen as a case because it fulfilled the following requirements of this study: having culturally diverse student profile, using play corners as a pedagogical method on a weekly basis with a fixed schedule. In this study two P4, two P5 and one auxiliary special education teacher. P3 teachers purposefully were not included in this study.

Kindergarten year (P-5 in Catalonia, Spain) is when children are expected to learn basic reading and writing skills as well as mathematical concepts before they proceed to primary education. This qualitative study aims at comparing and contrasting the play contexts and play applications in three early childhood education centers located in Vallès Occidental County, Catalonia, Spain, one private and two public institutions, which were multicultural but had different academic orientations depending on the profile of their students. The data was derived from three independent studies which examined the role of play in culturally diverse settings. The data was collected through observations, interviews, field notes and documents. The findings indicated that in the private school, children had no structured time for indoors play and play was not used as a method to deliver curriculum content. In the first public school, play corners were organized in a way to deliver reading, writing and mathematical content. In the third school, four afternoons a week were dedicated to play indoors and different play corners were offered to children as settings for experimentation, discovery and learning.

Since 2008, Spain has been going through a major economic crisis. After 2010, the impact of this crisis has become more evident, especially in education.This paper presents a brief historical background on the celebrations of World Play Day in Spain before the crisis and talk about how IPA Spain promoted the celebrations of World Play Day in Spain through social media as a result of the crisis. The conclusion that has been made after the experience of IPA Spain is that economic crisis shouldn’t be an excuse not to play, as play is an activity that can be realized without much expense and it is possible to celebrate World Play Day in different communities without assuming costly organizations.

El presente estudio muestra el punto de vista de las maestras del P4 y P5 del segundo ciclo de educación infantil sobre la inclusión de niños procedentes de culturas diferentes a través de juego. La pregunta guía de nuestro estudio es ¿Qué piensan las maestras sobre la utilidad de juego en la inclusión en contextos multiculturales de educación infantil? de Seleccionamos un CEIP ubicada en Terrassa, Catalunya como un caso para estudiar y entrevistamos 5 maestras de un CEIP  en el año escolar 2010-2011. Los datos se analizaron cualitativamente y los hallazgos se presentan bajo tres categorías: factores que promueven la inclusión durante el juego, factores que perjudica la inclusión durante el juego y cambios para mejorar la inclusión de los niños multiculturales.

This study aims at answering the question “How the human and material conditions favor inclusive work in a multicultural nursery?”. The data was collected in a public nursery located in Sabadell, Catalonia, Spain during a one and a half year period . Data was collected through teacher and parent questionnaires, which were adapted from the Index for Inclusion, anecdotal notes taken by the teachers, observations realized in the classrooms and lastly, focus groups with teachers and parents. Qualitative analysis focused on the physical aspects of the center, materials offered inside, the teachers’ professional practices and how well they worked, the organization of the materials and activities. The results of the analyses include the strengths and weakness of the nursery in the process of inclusion. Using these findings and results, proposals would be made in order to improve inclusive practices in this multicultural nursery.

Amaç: Bu çalışmada Amerika Birleşik Devletleri'ndeki ve İspanya'daki çocuk merkezli eğitim programları uygulayan ve öğrenci nüfusu çok kültürlü olan okul öncesi eğitim kurumlarındaki oyun ortamları niteliksel olarak incelenmektedir Gereç ve Yöntem: Bu betimsel çalışmada veriler kurum ziyaretleri sırasında yapılan doğal gözlem, ve gözlem sırasında ve sonrasında tutulan notlardan, çekilen fotoğraflardan ve videolardan ve kurumlarda çalışan öğretmenlerle yapılan yapılandırılmamış görüşmelerden elde edilen bilgilerden oluşmaktadır. Sonuçlar: Farklı kültürlerden gelen erken çocukluk dönemindeki çocukların akranlarıyla sağlıklı sosyalleşebilmeleri, farklı kültürlere karşı önyargı geliştirmemeleri ve dışlayıcı davranışlar göstermemeleri açısında sunulan oyun ortamlarının ve öğretmenlerin rollerinin nasıl olması gerektiği tartışılacaktır. Tartışma: 3-5 yaş arasındaki çocuklara eğitim hizmetlerinin sunulduğu çok kültürlü kurumlarda, pedagojik bir araç olarak oyunun nasıl yapılandırılabileceği ve oyun alanında kullanılacak araçlar ile oyun alanının düzenlenmesi ile ilgili bulgular paylaşılacaktır. SETTING ARRANGEMENTS, MATERIALS AND METHODS USED IN PLAY CONTEXTS OF MULTI-CULTURAL PRESCHOOLS Purpose: This study examines qualitatively the play environments in culturally diverse early childhood education institutions that implement child-centered education programs in the United States and Spain. Materials and Methods: In this descriptive study the data were collected through naturalistic observations and field notes taken during and after these observations, photos and videos recorded during the visits and information retrieved from unstructured interviews conducted with the teachers working in the institutions. Results: Findings about how the play is structured as a pedagogical tool and how the play area is organized and which play materials are used in the play areas of multi-cultural early childhood settings that serve to 3 to 5 year-olds will be shared.