In-Depth Look at Children’s Drawings: The Effects of Picture Analysis Training for Preschool Teachers

Sedef Göltaş; Nur Akcanca

Article Details

In-Depth Look at Children’s Drawings: The Effects of Picture Analysis Training for Preschool Teachers

Authors:

Sedef Göltaş | Nur Akcanca

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Okul Öncesi Eğitim

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.564-597

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001348505

pISSN:

2147-1037

Keywords:

Abstract:

 Early childhood is the most critical period for a childs development. During this time, teachers competencies are of paramount importance for the quality of education provided. Early childhood teachers must be equipped with the competencies to use effective educational tools for understanding children, identifying individual differences, and assessing socio-emotional development. Child drawing analysis is one such tool that effectively addresses these educational needs. This study aims to examine the impact of child drawing analysis training, designed for early childhood teachers, on their skills in conducting drawing analysis. The research was structured using a convergent parallel design, a type of mixed-methods approach. The participants were 10 early childhood teachers working in public schools in the Dalaman district of Muğla province, selected through purposive sampling. Data collection tools included an open-ended questionnaire and a rubric for assessing drawing analysis skills. Wilcoxon signed-rank test and content analysis were used in data analysis. The findings indicated an improvement in early childhood teachers abilities to perform drawing analysis. Results from open-ended questionnaire responses revealed that the training in drawing analysis enhanced teachers skills in understanding children, identifying individual differences, and evaluating socio-emotional development. Overall, the study suggests that child drawing analysis training is an effective means of enhancing early childhood teachers professional competencies.

 Early childhood is the most critical period for a childs development. During this time, teachers competencies are of paramount importance for the quality of education provided. Early childhood teachers must be equipped with the competencies to use effective educational tools for understanding children, identifying individual differences, and assessing socio-emotional development. Child drawing analysis is one such tool that effectively addresses these educational needs. This study aims to examine the impact of child drawing analysis training, designed for early childhood teachers, on their skills in conducting drawing analysis. The research was structured using a convergent parallel design, a type of mixed-methods approach. The participants were 10 early childhood teachers working in public schools in the Dalaman district of Muğla province, selected through purposive sampling. Data collection tools included an open-ended questionnaire and a rubric for assessing drawing analysis skills. Wilcoxon signed-rank test and content analysis were used in data analysis. The findings indicated an improvement in early childhood teachers abilities to perform drawing analysis. Results from open-ended questionnaire responses revealed that the training in drawing analysis enhanced teachers skills in understanding children, identifying individual differences, and evaluating socio-emotional development. Overall, the study suggests that child drawing analysis training is an effective means of enhancing early childhood teachers professional competencies.

 Early childhood is the most critical period for a childs development. During this time, teachers competencies are of paramount importance for the quality of education provided. Early childhood teachers must be equipped with the competencies to use effective educational tools for understanding children, identifying individual differences, and assessing socio-emotional development. Child drawing analysis is one such tool that effectively addresses these educational needs. This study aims to examine the impact of child drawing analysis training, designed for early childhood teachers, on their skills in conducting drawing analysis. The research was structured using a convergent parallel design, a type of mixed-methods approach. The participants were 10 early childhood teachers working in public schools in the Dalaman district of Muğla province, selected through purposive sampling. Data collection tools included an open-ended questionnaire and a rubric for assessing drawing analysis skills. Wilcoxon signed-rank test and content analysis were used in data analysis. The findings indicated an improvement in early childhood teachers abilities to perform drawing analysis. Results from open-ended questionnaire responses revealed that the training in drawing analysis enhanced teachers skills in understanding children, identifying individual differences, and evaluating socio-emotional development. Overall, the study suggests that child drawing analysis training is an effective means of enhancing early childhood teachers professional competencies.

 Erken çocukluk, çocuğun gelişimi açısından en kritik dönemdir. Bu dönemde verilecek eğitimde öğretmenlerin yeterlikleri oldukça önemlidir. Okul öncesi öğretmenlerinin çocuğu tanıma, bireysel farklılıklarını ve sosyo-duygusal gelişimlerini belirleme konusunda etkili eğitimsel araçların kullanımı konusunda yeterliklerinin geliştirilmesi gerekir. Çocuk resim analizi belirtilen eğitimsel ihtiyaçları gidermede etkili araçlardan biridir. Bu araştırmada okul öncesi öğretmenlerine yönelik hazırlanan çocuk resim analizi eğitiminin okul öncesi öğretmenlerinin resim analizi yapabilme becerilerine etkisinin incelenmesi amaçlanmıştır. Araştırma, karma araştırma yöntemlerinden yakınsayan birleştirme deseninde tasarlanmıştır. Araştırmanın katılımcıları amaçlı örnekleme metoduna göre belirlenmiş olan Muğla ili Dalaman ilçesinde devlet okullarında görev yapan 10 okul öncesi öğretmenidir. Araştırmada veri toplama araçları olarak açık uçlu anket formu ve resim analizi yapabilme becerisi rubriği kullanılmıştır. Veri analizinde Wilcoxon İşaretli Sıralar Testi ve içerik analizi kullanılmıştır. Araştırma sonucunda, okul öncesi öğretmenlerinin resim analizi yapabilme becerilerinde artış olduğu belirlenmiştir. Açık uçlu anket formundan elde edilen bulgular, resim analizi eğitiminin öğretmenlerin çocukları tanıma, bireysel farklılıkları belirleme ve sosyo-duygusal gelişimi değerlendirme becerilerini artırdığını göstermektedir. Araştırmanın sonuçları, çocuk resim analizi eğitiminin okul öncesi öğretmenlerinin mesleki yeterliliklerini artırmada etkin bir yol olduğunu ortaya koymaktadır.

Article Details

In-Depth Look at Children’s Drawings: The Effects of Picture Analysis Training for Preschool Teachers

Authors:

Sedef Göltaş | Nur Akcanca

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Okul Öncesi Eğitim

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.564-597

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001348505

pISSN:

2147-1037

picture analysis

training on picture

analysis

early childhood educationresim analizi

resim analizi eğitimi

okul öncesi öğretmenleri

Issues

Article Details

In-Depth Look at Children’s Drawings: The Effects of Picture Analysis Training for Preschool Teachers

Authors: Sedef Göltaş | Nur Akcanca

Publisher: Kirsehir Ahi Evran University

Main Topics: Okul Öncesi Eğitim

Journal: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.564-597

Document Type: Article

Publication Date: 5/2025

Document Language: Turkish

Document ID (Org No.): 2001348505

pISSN: 2147-1037

picture analysis

training on picture

analysis

early childhood educationresim analizi

resim analizi eğitimi

okul öncesi öğretmenleri

Issues

Authors:

Sedef Göltaş | Nur Akcanca

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Okul Öncesi Eğitim

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.564-597

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001348505

pISSN:

2147-1037