Learning Centers in Turkish Preschools: a Phenomenological Study

Abstract

This phenomenological study examines teachers' self-reported practices related to the learning centers in classrooms that were recommended by the 2013 Turkish Preschool Curriculum and the conditions of such centers. Data from 38 female and six male preschool teachers were collected through a semi-structured interview protocol and an observation form developed by the researchers. This revealed that there were learning centers in nearly all classrooms, and most of the participants stated that their classrooms included block play, dramatic play, book and science areas. Approximately half of the sampled teachers regarded the quantity of learning centers in their classrooms as sufficient, whereas two-third of participants suggested that content of the centers were not. It was also observed that there were a variety of materials in each center, but some were in need of repair.