Children’s Conceptions of Power within French and Raven’s Bases of Power Framework

This study aims to examine the meanings preschool children attribute to the concept of “power” within the framework of a phenomenological approach. The research seeks to reveal how children construct power not only as a physical attribute but also through multidimensional experiential domains such as control, protection, fear, and helping. The study group consists of children attending a preschool education institution and was determined using criterion sampling. Data were collected through semi-structured interviews, and the obtained data were analyzed in accordance with the phenomenological data analysis process, including open coding, theme development, and interpretation. The findings indicate that children’s perceptions of power are predominantly shaped around themes of physical superiority and control; however, some children also define power as a protective, helping, and moral attribute. Overall, the findings demonstrate that children’s perceptions of power are closely related to their developmental, social, and emotional experiences. The results of the study offer important educational implications regarding how the concept of power should be addressed in preschool educational settings.