ASSESSMENT OF LANGUAGE EXPRESSION IN EARLY CHILDHOOD: KINDERGARTEN TEACHERS’ ATTITUDES AND PRACTICES TOWARD CHILDREN’S INCORRECT RESPONSES

This study investigates kindergarten teachers’ attitudes and instructional practices toward children’s responses that diverge from expected or desired answers within the context of everyday learning activities. The research adopts a quantitative approach and draws on data collected from a sample of 72 kindergarten teachers through a structured questionnaire. The analysis reveals that most teachers do not perceive such responses merely as mistakes or deficits but rather as valuable entry points for pedagogical intervention, opportunities to foster metacognitive awareness, and moments that stimulate children’s creative expression. Particular emphasis is placed on the kindergarten teachers’ preference for open-ended questions, which are recognized as instrumental in encouraging critical thinking, enabling children to articulate their ideas freely, and promoting dialogic forms of learning. Equally important is the creation of supportive and emotionally safe learning environments that normalize error as part of the learning process and prevent stigmatization. The findings also underscore the role of collaboration with parents, who are seen as crucial partners in reinforcing reflective and exploratory approaches to learning at home as well as in school. The study concludes by offering practical and theoretical recommendations aimed at strengthening kindergarten teachers’ professional capacity to respond effectively to such pedagogical challenges. These include the systematic integration of reflective teaching practices, the cultivation of empathetic and flexible responses to children’s unexpected contributions, and the promotion of professional development programs that enhance teachers’ theoretical grounding and practical skills in managing errors as learning opportunities. By situating the discussion within contemporary educational theories and the broader framework of child-centered pedagogy, the study highlights the need for a shift from corrective to constructive practices in early childhood education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0426/a.php" alt="Hit counter" /></p>