Peer-reviewed article
Psychological Counseling and Guidance Services in Early Childhood Education
Milli Eğitim Bakanlığı, Cem Gençoğlu, Selen Demi̇rtaş Zorbaz, Sağlık Bilimleri Fakültesi, Haktan Demircioğlu et al. ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study explored the views of 73 guidance teachers working in early childhood education settings about psychological counseling and guidance services. Using qualitative interviews, researchers found that guidance teachers see these services as important for parental education, prevention, and developmental support. Teachers emphasized the need for dedicated staff roles and greater focus on family-centered work. The study identifies gaps in how counseling services are currently organized in early childhood settings.
Key points
- Guidance teachers consider psychological counseling and guidance services necessary in early childhood education
- Parental education was identified as a key area where counseling services should focus
- Preventive and developmental guidance are seen as core functions of these services
- Teachers recommend that psychological counseling should have separate dedicated staff assignments
- Family-related work should be prioritized in the organization of counseling services
Limitations
The study only captures the views of guidance teachers and does not measure actual outcomes for children or families. The document does not specify which country or countries were studied, and provides no evidence about the effectiveness of counseling services on children's well-being.
Abstract
The purpose of this study is to identify views of counselors working at early childhood education institutions about psychological counseling and guidance services. To this end, face-to-face interviews were carried out with 73 guidance teachers using semi-structured interview forms in order to explore their views about counseling and guidance services offered in early childhood education. Qualitative phenomenological research design was used in the study. The sample consisted of 73 guidance teachers working at preschools or nursery classes in primary schools. The data were analyzed using content analysis. According to the analysis results, the guidance teachers mostly considered psychological counseling and guidance services to be necessary especially for parental education, preventiveness, and developmental guidance. They also held the view that there should be a separate assignment for the reconstruction of psychological counseling and guidance services in early childhood education and focus should be directed on especially family-related work. The results were discussed in relation to the existing literature.