Views of Parents and School Administrators Regarding Early Childhood Movement Education: A Report from Turkey
A developmentally appropriate curriculum for preschool children should include emphasis on the affective, cognitive and psychomotor areas. However, the psychomotor area is usually ignored (Ignico, 1994) and many early childhood programs lack attention to movement development in the preschool settings (Flinchum, 1988).
Similarly, in Turkish preschool education system decision making mechanisms such as the Ministry of National Education (MNE), school administrators and parents tend to push for more academic skills and placing less emphasis on movement skills. According to a study by Zembat (2001) in early childhood programs, preschool programs were more stressed on the cognitive domain (43.7%) than social-emotional domain (17.6%), self care (10.1%) and psychomotor domain (9.9%).
Therefore, there is a need to examine the reasons why movement education is disregarded by decision makers (MNE, school administrators, parents, etc). Since parents and school administrators have strong influence on school policies, identifying the views of parents and school administrators about movement education is critical to developing and improving movement education practices.
Keywords: Preschool Movement Education, Parents, School Administrators.
Serap Sevimli Celik
Research Assisstant, Department of Physical Education and Sport, Middle East Technical University
Dr. Sadettin Kirazci
Assistant Professor, Department of Physical Education and Sport, Middle East Technical University
M. Levent Ince
Asisst. Prof., Physical Education and Sports, Middle East Technical University (METU)