Teachers' opinions on preschool classroom climate in relation to planning educational activities

This research aims to examine the classroom climate in the preschool period according to the views of teachers regarding the planning of educational activities. The participants of the research, which was handled with the phenomenological (phenomenological) method, which is one of the qualitative research types, were determined according to the maximum diversity method. 15 teachers participated in the research carried out in the second semester of the 2021-2022 academic year in Istanbul. Individual interviews were conducted with teachers who had at least a bachelor's degree in pre-school teaching and had 5-10 years of professional experience. The data were analyzed by thematic analysis method. The themes determined by the joint decision of three different experts working in the field of preschool teaching were discussed. As a result of the research, the classroom climate variables determined by the teachers in general and in their own classes are quite similar. The function and importance of the educational activities planned by the teachers in creating a positive classroom climate and, the role of positive classroom management in the planning educational activities, have been revealed according to teachers opinions. Accordingly, it was found that the teachers took into account the family structure of the classroom climate, teacher characteristics, child characteristics, school management and physical environment variables when planning educational activities.