Akademik Veri Yönetim Sistemi
Egitim ve Bilim, cilt.47, sa.210, ss.239-258, 2022 (SSCI)
This research was planned to analyze preschool teachers’ opinions about children at risk and to identify their experiences with children in different risk groups in their classes. A basic qualitative research design was utilized for an in-depth examination of how preschool teachers defined the concept of children at risk, their opinions on children at risk belonging to different categories, the most frequently encountered risk groups in classrooms, and the difficulties they experience with these children in the classroom. The data of the study were collected through semi-structured interviews with 10 preschool teachers selected by criterion sampling method. The obtained data were coded, categorized into themes, and evaluated with content analysis. The participating preschool teachers defined children at risk as children whose development is adversely affected, whose needs are not met, and who are growing up in insecure environments. They are children who are subjected to neglect and abuse, grow up in broken homes or in unfavorable conditions, are delinquents or drug addicts, are refugees, are Internet addicts, grow up in families with many children, live on the street, or are exploited for labor. The participating preschool teachers stated that they mostly encountered children living in broken families due to divorce/death in their professional experience. The problems encountered by these preschool teachers while working with children at risk in their classrooms were listed as difficulties in classroom management, undesirable behaviors, and problems caused by lack of self-care skills.