An Overview of Innovative Approaches in Early Childhood Education with Field Practices: Naturalistic Teaching in Inclusive Classrooms
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Abstract
One-on-one interviews were conducted with seven preschool teachers in this study, which aims to present the current situation regarding the natural teaching strategy in practices in mainstream classrooms in a multi-faceted manner by considering different instructional components. The research was carried out using the case study pattern, which is included in the qualitative research method. As a result of the research, it was observed that the teachers incorporated the natural teaching approach into their classrooms by repeating methods that were not purposeful and were tested to be successful through trial and error. In addition to this finding, general knowledge about the natural teaching approach is not sufficient; there are inadequacies in identifying, planning, evaluating, and recording the educational needs of children. It has been determined that these inadequacies are influenced by the physical conditions of the school, the attitudes of families, and the school administrators of children with special needs and normal development. In this respect, it is thought that informing teachers about natural teaching and systematically supporting them in the subjects they find challenging is important in increasing the frequency of the use of the natural teaching approach in special education.