Okul Öncesi Öğretmenlerinin Umut ve Umutlu Düşünme Becerilerine Yönelik Görüşlerinin İncelenmesi

This study examined preschool teachers' perspectives on the concept of hope and their practices to support children's hopeful thinking skills in their classrooms. A qualitative research model and phenomenology design were used in the study. As a data collection tool, a semi-structured interview form was prepared and it was presented to five experts working in the field of preschool education. Then, a pilot study was conducted with three teachers, and the form was finalized. Eleven preschool teachers working in Ankara participated in the study. According to the teachers participating in the study, the concept of hope refers to teachers' expectations for the future, and teachers see hope as a source of motivation for the future. According to the teachers, it was found that children's hope levels vary and that the most significant factor affecting children's hope levels is the family. When the classroom practices of the teachers were analyzed, it was observed that the teachers mostly used direct practices (suggesting a goal/presenting options) to support children's goal development. In contrast, they mostly supported children in finding their own way to reach their goals by asking questions. The study’s findings show that teachers support children's activist thinking by congratulating children's achievements and encouraging timid children. The opinions of the teachers participating in the study were obtained regarding the personal and professional characteristics of a teacher who supports hopeful thinking skills. According to the study results, teachers who support children's hopeful thinking skills are caring/smiling teachers who are hopeful themselves and know children well. It is important to support hopeful thinking skills, which affect many situations in life, from academic achievement to depression symptoms, in the preschool period, which includes many critical developmental periods. In this respect, the study emphasized the need for studies on the subject in the literature and the importance of preschool educators.