Parents’ and Teachers’ Perspectives on Classroom Placement Decisions for Twin Children

The aim of this study is to explore the views of preschool teachers and parents regarding the placement of twin children in the same or different classrooms during the preschool period, the decision-making processes underlying classroom placement, and the effects of these decisions on children’s school experiences. The study was conducted within the framework of a qualitative research approach and employed a phenomenological design. The study group consisted of a total of 20 participants: 11 preschool teachers working in the province of Van who had experience teaching twins, and 9 parents of twin children. Data were collected through a semi-structured interview form and analyzed using thematic analysis. This research indicates that, according to parents and teachers, twin children may differ from one another in terms of their temperament characteristics, while simultaneously maintaining a strong emotional bond and close interpersonal connection. According to participants’ accounts, this strong bond often serves a supportive function during school entry, facilitating adaptation to the school environment. However, participants also reported that, in some cases, it may hinder children’s individuation, the development of an independent identity, and the formation of peer relationships. Parents generally prefer same-class placement, taking into account the strong attachment between siblings and the perceived benefits of classroom co-placement in facilitating adjustment and providing emotional security. In contrast, teachers tend to argue that separate-class placement may be more advantageous from the perspective of children’s individual development and educational outcomes. Further longitudinal research is recommended to examine the long-term effects of same-class versus separate-class placement on twins’ developmental, social, and educational trajectories.