Ilfa Zhulamanova
Biographic Data
| ID | 6739173 |
|---|---|
| NAME | Ilfa Zhulamanova |
| GIVEN NAMES | Ilfa |
| FAMILY NAME | Zhulamanova |
| SIGNATURE | ZHULAMANOVA I |
| AFFILIATIONS | University of Southern Indiana |
| ORCID | 0000-0003-3333-4237 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Preservice Educators’ Views on the Teacher’s Role in Play
The aim of this cross-cultural study is to examine how preservice early childhood educators from Greece, Türkiye, Turkish Republic of North Cyprus, Estonia, Spain, and the United States perceive the teacher's role in children's play, and to identify similarities and differences in their perspectives. A total of 255 university students majoring in early childhood education completed a specially designed questionnaire. The findings emphasize that t…
Storytelling as a teaching strategy for reinforcing the pedagogical value of play
Early childhood preservice teachers often graduate with an incomplete understanding of the interplay between play and learning (Zhulamanova 2019; Zhulamanova and Raisor 2020). This mixed-methods pilot study aims to enhance early childhood teacher education by providing teacher candidates with playful, imaginative experiences through storytelling. It examines the impact of storytelling method (Abrahamson 1998) on content retention, engagement, and…
Do you talk normal?”
Preschool teachers have a responsibility to create a sense of belonging for all children and families in their classroom community. Utilizing a funds of identity approach, this study examines how one preschool teacher uncovered the resources emergent bilingual children brought with them from home into school. She used this knowledge to intentionally create a play-based curriculum that strengthened relationships between and among children and prov…
No prominent works on this page.
Do you talk normal?”
Preschool teachers have a responsibility to create a sense of belonging for all children and families in their classroom community. Utilizing a funds of identity approach, this study examines how one preschool teacher uncovered the resources emergent bilingual children brought with them from home into school. She used this knowledge to intentionally create a play-based curriculum that strengthened relationships between and among children and prov…
Storytelling as a teaching strategy for reinforcing the pedagogical value of play
Early childhood preservice teachers often graduate with an incomplete understanding of the interplay between play and learning (Zhulamanova 2019; Zhulamanova and Raisor 2020). This mixed-methods pilot study aims to enhance early childhood teacher education by providing teacher candidates with playful, imaginative experiences through storytelling. It examines the impact of storytelling method (Abrahamson 1998) on content retention, engagement, and…
Preservice Educators’ Views on the Teacher’s Role in Play
The aim of this cross-cultural study is to examine how preservice early childhood educators from Greece, Türkiye, Turkish Republic of North Cyprus, Estonia, Spain, and the United States perceive the teacher's role in children's play, and to identify similarities and differences in their perspectives. A total of 255 university students majoring in early childhood education completed a specially designed questionnaire. The findings emphasize that t…
Early childhood education (2 works) · Early Childhood Education and Development (2 works) · Mathematics education (2 works) · Psychology (2 works) · Sociology (2 works) · Action (physics (1 works) · Art (1 works) · Child Development and Digital Technology (1 works) · Child Therapy and Development (1 works) · Citizen journalism (1 works)