Preschool teachers' conceptualization of chaotic classroom: A prototype analysis

This study aims to determine how teachers actively working in preschool education classrooms define a chaotic preschool education environment, what their views are on the concept of a chaotic classroom, and how they define the factors that lead to a classroom becoming chaotic. To achieve this primary objective, the Prototype Approach, which is based on the definition of a specific concept (in this thesis, the concept of a chaotic classroom) and the classification of various components related to this concept, was adopted. Quantitative research methods, specifically the survey model (simple survey model), were used to collect data. The data collection process of the study was completed in three consecutive stages based on the Prototype Approach: The first stage consisted of the "Listing the Characteristics of the Chaotic Class Concept" process, the second stage consisted of the "Rating the Characteristics Determined in Relation to the Chaotic Class" process, and the third stage consisted of the "Creating Scenarios Related to the Rated Dominant and Peripheral Characteristics" process. The sample determination process, data collection process, and data analysis process were carried out separately for each of the three stages, and the sample for the stages consisted of preschool teachers actively working in Turkey. As a result of this research, the components that constitute preschool teachers' perception of a chaotic classroom are: "lack of rules, disorder, overcrowding, teacher indifference, noise, excess of objects, unwanted behaviors, disengagement from activities, mixed age groups, teacher workload, overly stimulating environment, physical capacity of the classroom, lack of materials, darkness, inappropriate practices, continuous working hours, the presence of children with special needs, lack of classroom management skills, teacher inefficiency, parental attitude, insufficient outdoor space (open area) usage opportunities, inappropriate classroom furniture/equipment, dual teaching, lack of support staff, unmet play needs, cleaning problems, and different arrival and departure times. The findings show that approximately one-third of the teachers included in the study emphasized "lawlessness" and "undesirable behavior" when describing chaotic classrooms, followed by disorder. As a result, it was determined that the most frequently emphasized components in teachers' definitions of chaotic classrooms were "lack of classroom management skills," "teacher indifference," "teacher inefficiency," "inappropriate practices," and "unmet need for play." However, environmental components such as "inappropriate classroom furniture/equipment," "limited outdoor space," "darkness," "crowding," and "different arrival and departure times" are also among the components of teachers' perceptions of chaotic classrooms. The findings provide strong indications as to which components should be prioritized in measures to reduce or eliminate structures that threaten the creation of predictable preschool education environments. The findings from the study will also serve as a source for preventive intervention efforts to transform preschool classrooms into more predictable environments. Keywords: Chaos, Chaotic, Chaos, Classroom chaos, Chaotic classroom, Prototype analysis.