A Photo-Elicitation Interview: Discovering Spaces in a Turkish Preschool Classroom

Early childhood classrooms provide experiences for children that are considered significant predictors of future academic success (Sandilos et. al, 2014). While UNICEF (2000) defines quality in education, UNICEF also mentions about the significance of the physical environment in education. The tables, seats and workspaces in the classroom are components of the physical environment of a classroom (Uludag, 2008). The ways teachers utilize components of the physical environment influences their practice, students’ attitude towards the kindergarten classroom, peer relationships, and the overall quality of education (Celik & Kok, 2007; Karip, 2007). The teachers’ values and beliefs might influence creation of Thirdspace, in which is coined by urban theorist Soja (1996) as a combination of Firstspace–an observable environment– and Secondspace–reflection of a creative person’s interpretation of an environment– in their classroom. The focus of this study is to discover Turkish preschool teacher’s interpretation on creating a Thirdspace in their classroom. A preschool teacher became a participant and generated photographs of her classroom. The photo-elicitation interview was conducted via FaceTime. Based on Soja’s theoretical framework data were analyzed with a deductive approach. The results displayed the participant had internal and external impressions, while creating a Thirdspace in her classroom. While external impressions were children’s need and interest, the educational policy of the country; internal impressions were values, beliefs and culture of the participant. This study showed struggle of a preschool teacher to organize and give meaning to her classroom based on her beliefs and values. Keywords: photo-elicitation, Thirdspace, Turkish preschool classroom