DOI: 10.14686/buefad.1813333 ISSN: 1308-7177

Evaluating Early Childhood Classroom Environments: A Mixed-Methods Comparison of Teacher Perceptions and Classroom Practices

Ahmet Uyar
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Purpose: This study aimed to evaluate the early childhood classroom environment. In this context, teachers’ perspectives on early childhood classroom settings were gathered, and the teachers were observed regarding their experiences during the instructional process. Method: The study employed an explanatory sequential design, one of the mixed research methods. Data were collected through the “Early Childhood Classroom Environment Assessment Scale” and unstructured observation form. Responses were obtained from 224 teachers using the scale, and observations were conducted in the classrooms of 21 teachers. Descriptive statistics, such as mean and standard deviation, were used for analyzing the quantitative data, while content analysis was applied to analyze the qualitative data. Findings: The findings revealed that the teachers reported supporting problem-solving, providing effective feedback, creating a high-quality classroom environment, encouraging positive behavior, and fostering self-efficacy. These findings were corroborated by the observations, which indicated that the teachers were trying to create a high-quality instructional process. However, it was also noted that certain approaches that the teachers claimed to implement were not consistently observed in practice. Conclusion: According to the data obtained from the scale, although teachers reported that they frequently use group work and collaborative processes for problem-solving, as well as positive reinforcement methods such as reinforcers and verbal feedback, observational findings indicated that these practices were not implemented at a sufficient level in the classroom. This discrepancy highlights an inconsistency between the teachers’ stated beliefs and their actual classroom practices.

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