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    Exploring teachers’ perspectives on home visit practices in early childhood special education: A qualitative study from Türkiye
    (Journal of Childhood, Education and Society, 2026) Yetkin, Ahmet İlkhan; Has, Özlem Yağcıoğlu; Akdağ, Furkan
    This study explores preschool teachers’ perspectives on home visit practices as a means of strengthening school–family collaboration in early childhood education. Home visits are increasingly recognized as an effective tool for building trust, supporting children’s social–emotional development, and promoting continuity between home and school environments. Despite their potential benefits, the implementation and perceived impact of home visits vary widely across educational contexts. Using a descriptive qualitative design, this study examined the experiences, perceived benefits, and challenges reported by 10 special education teachers working in public early childhood institutions. Data were collected through semi-structured interviews and field notes. These are analyzed using thematic content analysis. Findings indicated that teachers view home visits as a valuable practice that enhances communication with families, provides insights into children’s home lives, and strengthens teacher–parent partnerships. Teachers reported that home visits support children’s adaptation, classroom behavior, and academic readiness by fostering a sense of security and familiarity. However, they also identified several challenges, including time constraints, workload, safety concerns, and limited parental participation. Teachers emphasized the need for institutional support, structured guidelines, and professional development to implement home visits more effectively. Overall, the study highlights that while home visits contribute meaningfully to early childhood education, sustainable implementation requires systematic planning, administrative support, and clear standards. These findings may guide policymakers, school administrators, and practitioners in designing more comprehensive and effective home visit programs. © 2026 Authors.
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    Metaphorical Perspectives of Parents whose Children Attended Early Intervention Process
    (2024) Çattık, Esra Orum; Yetkin, Ahmet İlkhan
    The most critical element of early intervention processes is the family. Increasing the awareness of families by experts in early childhood and participating in early intervention processes in this direction brings along many positive contributions for parents and their children. For this reason, it is thought that the perspectives of parents on early intervention and how they perceive this process are very important. In this study, it is aimed to examine the metaphorical perspectives of parents whose children have attended early intervention processes regard of "Early Intervention". In this research, phenomenological design, one of the qualitative research methods, was used. The data were derived from the demographic information of families and children and through a data collection form consisting of: “Early intervention is … for me” because …”. Thirty three parents, whose children were diagnosed with autism spectrum disorders, Down syndrome, speech-language disorder etc., participated in this study. They completed the sentence appropriately. Data were analyzed by content analysis. During the analysis, the data were extracted and coded, and categories were created, and validity and reliability were determined and interpreted. As a result, 22 metaphors were reached, and grouped under five categories. The findings showed that parents' metaphors include; guidance, importance and criticality; the necessity of early implementation, long-term outcomes and adaptability of early intervention.