A day at school through children's eyes: What do children and teacher do? What to do? What not to do?

ABSTRACT A Day At School Through The Eyes Of Children: What Do Children And Teachers Do? What Should Be Done? What Should Not Be Done? The purpose of this study is to present the experiences of children's participation in the school environment from their own perspectives. The research examines the level of participation of children in classroom activities, their perceptions of the roles of teachers and students, and their expectations regarding the classroom environment. This study was conducted using a qualitative research design, specifically the case study method. Data were collected through semi-structured interviews conducted with 39 students attending preschool, primary, secondary, and high school levels in public schools located in the central district of Kırklareli. Prior to the interviews, written consent was obtained from the children and their parents, and strict adherence to ethical principles was maintained throughout the data collection process. The collected data were analyzed using content analysis, during which meaningful themes, categories, sub-categories, and codes were identified. The findings reveal that children not only acquire academic knowledge at school but also expect to be involved in social interactions, decision-making processes, and opportunities for self-expression. Valuing children's opinions enhances their academic motivation and strengthens their sense of belonging to the school. It also contributes significantly to the development of their social skills and self-confidence. The study emphasizes the necessity of adopting a child-centered approach within educational environments. As a result, it is recommended that practices supporting children's participation be expanded, and that teachers organize classroom environments in ways that consider and respect children's views. Key words: Child Development, Child Centered Methodologies, Children's Participation, Child