<abstract xmlns="http://www.w3.org/1999/xhtml"><bold><italic>Introduction:</italic></bold>Disasters and emergencies adversely influence around 70 million children worldwide. Regrettably, those who suffer the most from the consequences of any natural disaster and do not have any knowledge on how to protect themselves in such situations are children. Particularly, educating and raising the awareness of children in this respect should be one of the common and fundamental problems of the world. It is recognized that disaster education and disaster awareness, which will be presented to children in the preschool education period when they get formal education for the first time, is essential. The general purpose of this research is to define the ideas of teachers who intend to bring disaster education and disaster awareness to children during the preschool education period.<bold><italic>Methods:</italic></bold>This research was designed with the typical case study method grounded on qualitative analysis. The study group of the research was 35 preschool teachers who were selected among the population through the typical case sampling method and volunteered to participate in the research. The research data were obtained through face-to-face interviews with preschool teachers who joined the study group. In examining the obtained data, content analysis and descriptive analysis approaches were applied together, and the data were summarized and interpreted.<bold><italic>Results:</italic></bold>The tables created under five headings were formed by taking into consideration each interview question based on the research findings. In the contemporary preschool education programs executed in Turkey, it is possible to say that the teachers determine the need resulting from the absence of any achievement for acquiring the education and consciousness of disaster to children. Besides, some of the teachers who took part in the research affirmed that disaster education to be provided to children during preschool education is not proper to their development levels and ages.<bold><italic>Discussion:</italic></bold>During the preschool education period, teachers asserted that disaster education and disaster awareness could be achieved by using drama methods, exercises, and educational games. Based on their opinions supported by experts and family involvement in providing disaster education and raising the disaster awareness of children, trips can be designed to non-governmental institutions and organizations related to this subject. It could be said that teachers have the idea that the solutions linked with the subject should be managed and supported at the whole societal level.<bold><italic>Limitations:</italic></bold>The sample consisted of thirty-five preschool teachers working in central districts of Erzurum in the 2018-2019 academic year and the “Teacher Interview Form”, which was applied in the preschool education period to give disaster education and disaster awareness to children.<bold><italic>Conclusions:</italic></bold>It is plausible to say that, in the preschool education period, teachers prioritize the idea that common achievements on the subject can be involved in preschool education programs in order to provide disaster education and raise the disaster awareness of children on an international level. They declared that if such gains are involved in preschool education programs, they will also need education in this respect.</abstract>

Introduction:Disasters and emergencies adversely influence around 70 million children worldwide. Regrettably, those who suffer the most from the consequences of any natural disaster and do not have any knowledge on how to protect themselves in such situations are children. Particularly, educating and raising the awareness of children in this respect should be one of the common and fundamental problems of the world. It is recognized that disaster education and disaster awareness, which will be presented to children in the preschool education period when they get formal education for the first time, is essential. The general purpose of this research is to define the ideas of teachers who intend to bring disaster education and disaster awareness to children during the preschool education period.Methods:This research was designed with the typical case study method grounded on qualitative analysis. The study group of the research was 35 preschool teachers who were selected among the population through the typical case sampling method and volunteered to participate in the research. The research data were obtained through face-to-face interviews with preschool teachers who joined the study group. In examining the obtained data, content analysis and descriptive analysis approaches were applied together, and the data were summarized and interpreted.Results:The tables created under five headings were formed by taking into consideration each interview question based on the research findings. In the contemporary preschool education programs executed in Turkey, it is possible to say that the teachers determine the need resulting from the absence of any achievement for acquiring the education and consciousness of disaster to children. Besides, some of the teachers who took part in the research affirmed that disaster education to be provided to children during preschool education is not proper to their development levels and ages.Discussion:During the preschool education period, teachers asserted that disaster education and disaster awareness could be achieved by using drama methods, exercises, and educational games. Based on their opinions supported by experts and family involvement in providing disaster education and raising the disaster awareness of children, trips can be designed to non-governmental institutions and organizations related to this subject. It could be said that teachers have the idea that the solutions linked with the subject should be managed and supported at the whole societal level.Limitations:The sample consisted of thirty-five preschool teachers working in central districts of Erzurum in the 2018-2019 academic year and the “Teacher Interview Form”, which was applied in the preschool education period to give disaster education and disaster awareness to children.Conclusions:It is plausible to say that, in the preschool education period, teachers prioritize the idea that common achievements on the subject can be involved in preschool education programs in order to provide disaster education and raise the disaster awareness of children on an international level. They declared that if such gains are involved in preschool education programs, they will also need education in this respect.

Raising Awareness of Disaster and Giving Disaster Education to Children in Preschool Education Period

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Introduction:Disasters and emergencies adversely influence around 70 million children worldwide. Regrettably, those who suffer the most from the consequences...

Raising Awareness of Disaster and Giving Disaster Education to Children in Preschool Education Period

Pubblicato online: 31 lug 2020

Pagine: 162 - 179

Ricevuto: 27 feb 2020

Accettato: 03 apr 2020

DOI: https://doi.org/10.2478/atd-2020-0016

Parole chiave
preschool, disaster education, awareness of disaster

© 2020 Ayhan Bulut, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Raising Awareness of Disaster and Giving Disaster Education to Children in Preschool Education Period

Pubblicato online: 31 lug 2020

Pagine: 162 - 179

Ricevuto: 27 feb 2020

Accettato: 03 apr 2020

DOI: https://doi.org/10.2478/atd-2020-0016

Parole chiavepreschool, disaster education, awareness of disaster

© 2020 Ayhan Bulut, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
preschool, disaster education, awareness of disaster