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Procedia - Social and Behavioral Sciences 152 (2014) 246 252

ERPA 2014

Investigation of prospective teachers' understanding of childhood

Neslihan Avca *, Cemile Karaa, Semiha Ayhanb, Nuray Gngrc, Kbra Kayackd
a
Gazi University, Department of Child Development and Education, Ankara, 06400, Turkey
b
Child DevelopmeQW7HDFKHU0R1(.XUXFDLOH$QDGROX0HVOHN/LVHVL%DUWQ74000, Turkey
c
Child Development Teacher
d
&KLOG'HYHORSPHQW7HDFKHU0R1(dDQ.]7HNQLNYH0HVOHN/LVHVLdDQDNNDOH, 17000, Turkey

Abstract

The research sample has been created in order to investigate the prospective teachers' understanding of childhood by a total of
200 teacher candidates studying in their final year to be early childhood education teachers (N = 59), primary school teachers
(N = 61), teachers for the intellectual disabilities (N = 41) and teachers for the visually impaired (N = 39) at Gazi University. It
can be indicated that the opinions of prospective teachers of childhood are in a manner that reflects the literature of the periods of
human development, approaches to children and childhood represents a prevailing thought of individuals who cannot think
maturely and who are still under development. It was determined that teacher candidates emphasize the right to life and security
regarding the children's rights.
2014
2014 The
The Authors.
Authors. Published
Published by
by Elsevier
Elsevier Ltd.
Ltd. This is an open access article under the CC BY-NC-ND license
Selection and peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014.
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014.
Keywords: child; childhood; preservice teacher; prospective teacher; conception of childhood; child's rights

1. Introduction

Different meanings and various definitions in society, history stages, or even different parts of the same
community are attributed to the children and childhood concept, and relativism of social norms and values and
several geographical factors constitute the reason for this fact (Gven, 1997; Mayall, 2000; Heywood, 2003; Punch,
 1RUPDQ  $KLROX-/LQGEHUJ  $KLROX-Lindberg, 2013). Meaning and definitions attributed to
these concepts are of predictive nature on various issues ranging from the recognized or unrecognized rights of

* 1HVOLKDQ$YF7HO-312-216-2985; fax: +90-312-212-3640.

E-mail address:navcister@gmail.com

1877-0428 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014.
doi:10.1016/j.sbspro.2014.09.188
 Neslihan Avc et al. / Procedia - Social and Behavioral Sciences 152 (2014) 246 252 247

children in the community to their expected behavior, to the penalties and sanctions that apply to the liabilities and to
the training models (Tan, 1989). It can be said that there has been two main dominant discourses of childhood
throughout the ages. The first of these is an understanding called romantic discourse that considers children as "good
and innocent" and the other is puritanical discourse considering children as "evil and sinful". Stainton Rogers (2001)
suggests that today this historical discourse gives a way to the discourse of "Control" and "wellbeing" (Fern, 2008).
In many theoretical and practical studies in the field of psychology, sociology and education the dominant view of
childhood as "incomplete" and "dependent" concepts stands out. It emphasizes a boy image as "insufficient", "weak"
and "in need of adult protection, which may be referred to as idealized mythological perspective. This
understanding of childhood which is considered as a lack of skill and strength capacity in adulthood is effective in
education, health and social services policies and practices that will be provided to children (Prout and James, 1997;
Sorin, 2005; Johnny, 2006; Fern, 2008; Uprichard, 2008). Evolving (Sorin, 2005; Quennerstedt and Quennerstedt,
2014) the concept of childhood towards the understanding of participant/active-child (agentic child), in which the
children are considered as social actors who attend their own lives and education, will improve the quality of
services to be given to children. Restructuring the understanding of childhood of professionals, who will serve
children, towards agentic-child perspective may only be possible by demonstrating the existing understanding. The
aim of our research is to provide prospective teachers' conceptions of childhood.

2. Method

In this study, prospective teachers' understanding of childhood was examined. For this purpose, in the research
the concept of childhood, childhood age range, children's basic needs, children's rights and children's opinions
regarding the problems are discussed.

2.1. Sampling

The research sample has been created by a total of 200 prospective teachers studying in their final year to be early
childhood education teachers (N = 59), primary school teachers (N = 61), teachers for the intellectual disabilities
(N = 41) and teachers for the visually impaired (N = 39) at Gazi University. It has been determined that 76% of
prospective teachers are women, 84% are of the 21-23 age range and 86.5% like their department.

2.2. Data Collection and Analysis

Data was collected through questionnaire method. The questionnaire used in the study has been revised in line
with the opinion of five academician in the field of child development, early childhood education and psychology
and developed by the researchers. Multiple-choice, open-ended and ranking questions were included in the
questionnaire. Data were entered into a statistical software package, Table 1-3 and 6 were analyzed using non-
parametric Chi-Square Test for One Sample. Tables 4 and 5 are shown with frequency.

3. Results

The results are discussed in three main sections.

3.1. Opinions regarding the start and end years of childhood

When the distribution of prospective teachers' opinions about the start and end of the childhood age was analyzed,
it was determined that 53% of respondents stated that childhood begins at age zero and 35,5% stated that it begins at
age one. It is interesting that 7.5% of prospective teachers expressed that childhood starts between the ages of 4-7. It
was observed that 44.5% of respondents said the childhood ends at the age of twelve, 20.5% at the age of sixteen,
and 25% at the age of eighteen.
248 Neslihan Avc et al. / Procedia - Social and Behavioral Sciences 152 (2014) 246 252

3.2. Opinions about the Children and Childhood concepts

Table 1. The distribution of teachers' opinions concerning the term "child"

F % X df
A child is a being to be protected and cared for 44 22
They are individuals who are unable to think maturely
116 58
and realize their social roles
They are individuals who cannot realize how to behave
4 2
in society 137.964 3
They are people who are smaller compared to their
33 16.5
parents
Missing 3 1.5
Total 200 100
p=.000

58% of respondents thought the child is not a mature individual who has not noticed the social roles, while 22%
suggested that they are an entity to be protected and cared for. It is surprising that prospective teachers consider them
as individuals who fail to think maturely and realize their social roles.

Table 2. Distribution of teachers' opinions concerning the term "childhood"

F % X df
It means "playing games" 59 29.5
It is "a concept varying from community to community" 30 15
It means "being irresponsible" 40 20
50.35 4
It means "obeying to the rules of the adults" 8 4
It is "freedom" 63 31.5
Total 200 100
p=.000

It is determined that the majority of participants stated that childhood means freedom (31.5%) and playing games
(29.5%). Negative preferences such as "being irresponsible" and "obeying the rules of the adults" have a
substantially high proportion (24%). The rate of the ones indicating that the childhood concept ranges from
community to community is 15%.

3.3. Opinions on children's basic needs and child rights

Table 3. Prospective teachers opinions regarding children's basic needs

F % X df
Safety 31 15.5
Play 17 8.5
Respect 7 3.5
Nutrition 30 15
182.784 4
Love 114 57
Sleep 0 0
Missing 1 0.5
Total 200 100
p=.000
 Neslihan Avc et al. / Procedia - Social and Behavioral Sciences 152 (2014) 246 252 249

When participants' ideas about the basic needs of children examined, it is observed that 57% of them expressed
love as a need, 15.5% security and 15% nutrition.

Table 4. Prospective Teachers Opinions Regarding "Basic Rights of the Children"

F %
Right to life 68 34
Security (shelter) right 68 34
Right to education 52 26
Right to food 43 21.5
Right to play 42 21
Right to love and be loved 32 16
Right to be trusted 32 16
Right to freedom 20 10
Right to be approved 13 6.5
Right to be respected 8 4

Participants were asked to state their opinion on basic children's rights as open-ended. It was determined that
34% stated life, 34% security (shelter), 26% education, 21.5% nutrition and 21% play as the fundamental rights of
children.

3.4. Opinions about children's issues and the ideal world for children

Table 5: Prospective teachers opinions on issues affecting children most both in Turkey and in the world
World Turkey
F % F %
Obesity 39 19.5 25 12.5
Hunger 77 38.5 24 12
Wars 78 39 20 10
Natural disasters 21 10.5 18 9
Deprivation of parents 71 35.5 79 39.5
Kidnap 16 8 34 17
Child labor 44 22 55 27.5
Rape 60 30 71 35.5
Marriages at a young age 28 14 64 32
Drug addiction 22 11 9 4.5
Alcohol use 7 3.5 17 8.5
Smoking 12 6 22 11
Lack of love and attention 52 26 80 40
Lack of education 36 18 41 20.5
Epidemics 10 5 6 3
Pregnancy out of wedlock 17 8.5 11 5.5

When participants' opinions about the issues facing the world's children examined, it was determined that 39%
indicated the wars; 38.5%, hunger; 35.5% parents deprivation; and 30% rape. When opinions regarding the
250 Neslihan Avc et al. / Procedia - Social and Behavioral Sciences 152 (2014) 246 252

problems faced by children in Turkey examined, it was observed that 40% indicated the lack of love and attention;
39.5%, indicated deprivation of parents; 35.5% rapes; 32% marriages at a young age.

Table 6: Prospective teachers opinions about an ideal world for kids

f % X df
World of freedom 27 13.5
World without neglect and abuse 16 8
World full of toys 17 8.5
World without wars 18 9
World full of fun 54 27
59.67 8
A world they will remain child 28 14
An economically better world 15 7.5
A world where basic needs are met 11 5.5
There is no such a world 14 7
Total 200 100
p=.000

When opinions of respondents about ideal world for children asked, it was determined that 27% indicated it is a
world full of fun; 14%, a world they will remain a child; 13.5%, a world of freedom.

4. Discussion and Conclusion

It is determined that most of the prospective teachers (53%) accept the age of zero as the start of childhood and
quite an important part of them (44.5%) end it at the age of twelve. It can be indicated that the adolescence is
considered as different from childhood. This condition may have resulted from the fact that in the literature of the
periods of human development (Berk, 2004), taught in teacher education programs, childhood concept covers the
ages of 2-11. Excluding infancy, toddlerhood and adolescence from childhood age range is an emphasized subject in
the related literature (James and James, 2012). The definition of childhood by most of the participants as
individuals that cannot think mature and are not able to realize their roles in society can be considered in line with
the "the child climbing up the stages of development to be an adult" approach of developmental theorists like Piaget,
Erikson and Freud. This situation is an understanding referred to as adult-in-training by Sorin (2005). The rate of
teachers who stated that childhood is freedom (31.5%) and playing games (29.5%) can be explained by the effect of
the training program which they are exposed to. The fact that play pedagogy theoretically and practically come to
the forefront in teaching programs and that these and child-centeredness are emphasized as basic principle and
approach in curriculum in recent years can be indicated as the reason (Brownell, Ross, Coln & McCallum, 2005;
Zeichner, 2010). Prospective teachers' opinion that emphasizes that childhood concept is a concept that varies from
community to community (15%) is in parallel with the publications on childhood sociology. According to James and
James (2012), the majority of discussions about the childhood indicate that childhood is a concept that varies not
globally but socially, culturally and historically. That childhood is a physically and psychologically maturity period
towards adulthood is a global approach and there are cultural varieties about considering the childhood.
Interpretations and approaches towards the needs, health and benefits of the children are mostly considered to be
dependent on the culture itself (James and James, 2012). It is interesting that the need of love (57%) stands out
among the opinions regarding the fundamental needs of the children. It is highly pleasing that prospective teachers
primarily considers the psychological needs (Woodhead, 1997; Woodhead, 2005) that they placed at the center of
the needs of the contemporary world's children. No matter where on the world, each child's first fundamental need
is an efficient care appropriate to the hygiene, proper nourishment, and a family including adults full of love and
affection. These three fundamental requirements cannot be separated, because as how impossible it is for a child to
 Neslihan Avc et al. / Procedia - Social and Behavioral Sciences 152 (2014) 246 252 251

survive without appropriate care and nutrition, it is similarly out of question for them to healthily and properly grow
up and develop without love and affection (Oktay, 1991).
Prospective teachers' opinion about the issues of children both in Turkey and around the world complies with the
information on the body of literature. Emphasizing the war and poverty highlighted in population statistics,
addressing deprivation of love and the issue of "the child considered as a sexual object by the adults", and in
addition, emphasizing the child marriages in our country makes us think that prospective teachers are following up
with the issues that children are experiencing (Walker at al, 2007; akmak, 2009; Durgun, 2011). There is not a
common right that is shared by all of the prospective teachers regarding the fundamental rights of the children. It is
of concern that rights to life and settlement are only raised by one-third of the participants today when the
perspective of right in childhood approach comes to the fore. This situation may be resulted from the lack of
consciousness on children rights. In a study conducted to determine teachers' and administrators' opinions on
children's rights, it is stated that teachers and administrators have the "protectionist" approach considering children
as in need of care and protection rather than the "liberating" approach indicating that children have the same rights
DVDGXOWV)D]OROX,QKLVZRUNRQFKLOGUHQ
VULJKWV8oXKDVGHWHUPLQHGWKDWWKHYDVWPDMRULW\RI
teachers and school administrators are not aware of the Children's Rights and the Convention on the Rights of the
Child. In his master's thesis titled "The Opinions of Prospective Teachers on Children's Rights", Kaya (2011)
revealed that a vast majority of teachers have not read convention on the rights of the child, and that they specify the
right to life as the most fundamental right of the children but do not provide any ranking for the right to
participation.
That one-three of the prospective teachers' opinions on the ideal world for children are towards a world of fun is a
result parallel to their opinions of childhood. In our opinion, considering the childish world as "fun" in adult
perspective may be linked with the "Carefree years" approach attributed to childhood in our culture. At the same
time, it may also be the result of "longing for childhood" based on the depiction of Gven (1997).
As a result, it is a highlighted discussion of the researchers working on this issue that today the sociology of
childhood and children's rights are to be considered without ignoring the interaction of local perspectives and that
the services to be provided for children are to be addressed in the context (Mayall, 2001; Punch, 2003; Sorin, 2005;
Woodhead, 2005; Johnny, 2006; Uprichard, 2008; Norman, 2011, James and James, 2012; Tisdall and Punch, 2012;
Quennerstedt and Quennerstedt, 2014). Professional staff working with children can possibly become the advocator
and practitioner individuals only by the development of their approaches of childhood and child's rights in this
direction.

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