Investigation of power relationships in early childhood classrooms

This study is a qualitative study with the aim to examine the power relationships in early childhood classrooms. In the study, power relations between child-child, teacher-child and child-teacher were examined. The research was conducted in the 5-6 age group class of the practice kindergarten within a state university in Adana city center. The study group consisted of 19 children who were trained in the same classroom and the class teacher. Of the participants, 10 were boys and 9 were girls. The research data were collected through qualitative data collection methods such as interview, observation and researcher diary. The content analysis method was used for data analysis. In content analysis, raw data were subjected to systematic coding. In the analysis of the data, an inductive approach was used. According to research findings, two basic strategies have been used to provide power dominance in preschool class. These strategies emerged in the form of enforcement and volunteerism. When the children create power dominance on each other, when the teachers create an effect on the children and when the children make the teachers do what they want them to do, they all use these two strategies. Child-child and teacher-child power relations use more enforcement strategies. In child-teacher power relations the volunteerism strategy was used. It was observed that in the enforcement strategy, children commonly use the fait accompli method for their friends and teachers. It was observed that the teacher used mostly warnings against children. In the strategy of ensuring volunteerism, it was observed that children use the demanding method against their friends and teachers and the teachers use the awarding method against the children. The physical and relational distance of the teacher with the children affects all the classroom power relations (child-child, teacher-child, child-teacher). Maintaining class rules is an important element in power relations. The strategy of volunteerism is most commonly used for the achievements of the child by the teacher. On the other hand, the enforcement strategy is used to ensure classroom management. When children do not agree to share for the continuity and prevention of their possessions, they resort to the use of force against their peers. When the children want another child to share his belongings with them, they resort to the volunteerism strategy. Keywords: Peer relations, power relations, teacher-child relationship