Collaborative Learning in Preschool Education: Teacher Perspectives and Practices

Abstract

One of the methods used to achieve desired learning outcomes in preschool education is collaborative learning. The purpose of this study is to determine the views and practices of preschool teachers regarding collaborative learning, which is a basic qualitative study. Data were collected through a demographic information form, semi-structured interviews, structured observations, and examination of activity schedules. Descriptive analysis and document review methods were used to analyze the data. According to the findings, most teachers defined collaborative learning as cooperation and group work. They emphasized the contributions of these practices to children's socio-emotional development, improvement of communication skills, and adaptability. In addition, teachers expressed a preference for implementing collaborative learning, particularly in arts activities, and noted that the lack of cooperation among children could complicate the process. Observations and examination of activity plans revealed that teachers encouraged children to work together, intervened when necessary, and supported multidirectional communication between children within groups. In addition, similarities and differences between collaborative learning plans and their implementation were observed.