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ERIC Number: EJ1122482
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0300-4430
Teachers' Perceptions of Well-Being and Involvement in Preschool Children
Sönmez, Sibel; Ceylan, Burcu
Early Child Development and Care, v187 n1 p35-44 2017
Well-being indicates that one is doing well emotionally and feeling comfortable with oneself as a person. A low level of well-being signals that a child is not succeeding in fulfilling his/her fundamental needs, such as eating, being hugged, physical contact, a more or less predictable environment, feeling accepted and feeling like he or she is a "good" person. An involved child concentrates his/her attention on a specific focus, wants to continue the activity and to persist in it and is rarely, if ever, distracted. In this qualitative research, we focus on the well-being and involvement levels of children according to circle time activities and on how teachers react when children have low levels of well-being. The data consist of observations covering a total of 76 children from five different classes and focus-group interviews with seven teachers from these classrooms. The questions for the focus-group interview were prepared by the researchers. The tool focuses on two central indicators of quality early-years provision: children's "well-being" and "involvement". The findings show us that teachers consider body language, facial and verbal expressions to be the main criteria for well-being. Children's involvement is considered to be built on both motivation and the impulse to explore. From the observation findings, we could see the children's state of well-being with the "relaxation & inner peace" indicator and that children mostly showed their involvement by exhibiting motivation in their work.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A