Place, identity and the child: The impact of place on identity development

This research aims to identify the places teachers and parents prefer for constructing a child's national identity, their reasons for choosing these places, the child's views on visiting these places, and the impact of these places on the child's identity development. The study employs the Q method, which involves three stages. Initially, the research identifies the places visited through an online survey targeting teachers and parents. The survey results highlight the most preferred places as national landmarks (Anıtkabir, Çanakkale Martyrs Monument, Dolmabahçe Palace, and Topkapı Palace). A qualitative preliminary study is then conducted to design and implement the Q method.The Q method is subsequently designed and executed, involving a study group of parents and teachers visiting the selected places with children, as well as the children themselves. Data collection for the qualitative preliminary study is done through a semi-structured interview protocol developed by the researcher, while an online Q method application is used for the Q method implementation stage. Content analysis is applied to the preliminary study data. A coding system based on the literature is created, and the data are coded accordingly. Themes are derived from the codes, and the data are analyzed according to these themes. The data obtained from the Q method application was analyzed using the KADE Q method analysis program. The data collection process, which was carried out by placing judgment sentences in the Q sort by teachers, parents, and children, was made ready for analysis by transferring the data to an Excel file. A correlation matrix of the data transferred to the Q method analysis program was calculated; the data were subjected to factor analysis and principal component analysis. The rotation process was performed using the Varimax method, and Q sorting values were obtained. The research has found that spaces play a role in the identity construction of children. Accordingly, it has been concluded that parents and teachers primarily want to visit places reflecting national identity with children. It has been determined that the purpose of parents and teachers visiting out-of-school spaces with children is the construction of national identity, but the construction of national identity varies according to the spaces. Teachers and parents have aimed at constructing identity primarily focused on Atatürk and then nationalism in Anıtkabir, predominantly on nationalism and less on Atatürk in Çanakkale, directly on Ottoman history in Topkapı Palace, and largely on Atatürk and to a lesser extent on Ottoman history in Dolmabahçe Palace. It has been found that children also emphasize identity construction parallel to the emphasis of teachers and parents in the visited places. However, children have limited the emphasis on Atatürk only to Anıtkabir and have not associated Atatürk with other places. It has also been concluded that children cannot explain the concepts of belonging, solidarity, and identity construction directly because these concepts are abstract according to their developmental levels. It can be said that children have made nationalistic emphases in terms of emotions and sentiments and have formed a basis for identity construction, but they have not been familiar with the meanings of concepts such as belonging and identity development.