Oyun grupları ve değişen erken dönem çocukluk paradigmaları

This thesis explores how playgroups in Istanbul reflect shifting paradigms in early childhood practices by analysing mothers' experiences from varied socio-economic backgrounds. Utilizing qualitative research methods, it investigates why mothers participate in these groups and how their perceptions differ or align across social class divisions. In-depth interviews with 31 mothers, from both municipality-run and private playgroups, provide nuanced insights into their motivations, perceived benefits, and the socio-cultural meanings attached to playgroup involvement. Findings reveal a strong consensus among mothers that playgroups significantly enhance children's socialization and independence while offering critical social support and reducing isolation for mothers themselves. Despite their differing class backgrounds, mothers demonstrate notable convergence rather than divergence in their early childhood experiences and concerns. However, class-based differences are evident in the resources mothers access and the types of enrichment they prioritize, illustrating how early childhood practices contribute to social reproduction and class distinction. This research contributes to understanding the interplay between class habitus, parenting strategies, and urban dynamics, emphasizing the importance of equitable early childhood services in mitigating class-based disparities in children's developmental trajectories.