Exploring teachers’ perspectives on home visit practices in early childhood special education: A qualitative study from Türkiye

Ahmet İlkhan Yetkin; Özlem Yağcıoğlu Has; Furkan Akdağ

doi:10.37291/2717638X.202671832

Authors

Ahmet İlkhan Yetkin Inonu University https://orcid.org/0000-0003-1199-7283
Özlem Yağcıoğlu Has Inonu University https://orcid.org/0000-0001-7355-0984
Furkan Akdağ Gazi University https://orcid.org/0000-0003-2879-6891

DOI:

https://doi.org/10.37291/2717638X.202671832

Keywords:

Home visits, Early childhood special education, Early Intervention practices, Teacers’ view

Abstract

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.

References

Baron, A., & McNeal, K. (Eds.). (2019). Case study methodology in higher education. IGI Global. DOI: https://doi.org/10.4018/978-1-5225-9429-1

Bierman, K., Heinrichs, B., Welsh, J., Nix, R., & Gest, S. (2017). Enriching preschool classrooms and home visits with evidence‐based programming: sustained benefits for low‐income children. Journal of Child Psychology and Psychiatry, 58, 129–137. DOI: https://doi.org/10.1111/jcpp.12618

Bilukha, O., Hahn, R., Crosby, A., Fullilove, M., Liberman, A., Mościcki, E., Snyder, S., Tuma, F., Corso, P., Schofield, A., & Briss, P. (2005). The effectiveness of early childhood home visitation in preventing violence: a systematic review. American Journal of Preventive Medicine, 28(2), 11-39. DOI: https://doi.org/10.1016/j.amepre.2004.10.004

Bock, M. J., Kakavand, K., & Careaga, D. (2021). Shifting from in-person to virtual home visiting in Los Angeles County: Impact on programmatic outcomes. Maternal and Child Health Journal, 25(7), 1025–1030. DOI: https://doi.org/10.1007/s10995-021-03169-5

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. DOI: https://doi.org/10.1191/1478088706qp063oa

Brentani, A., Walker, S., Chang-Lopez, S., Grisi, S., Powell, C., & Fink, G. (2021). A home visit-based early childhood stimulation programme in Brazil: A randomized controlled trial. Health Policy and Planning, 36(3), 305–315. DOI: https://doi.org/10.1093/heapol/czaa195

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. DOI: https://doi.org/10.4159/9780674028845

Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793–828). Wiley. DOI: https://doi.org/10.1002/9780470147658.chpsy0114

Dunst, C. J. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36(3), 141-149. DOI: https://doi.org/10.1177/00224669020360030401

Dunst, C. J., & Trivette, C. M. (2009). Capacity-building family-centered helpgiving practices. Journal of Family Social Work, 12(2), 119–143. DOI: https://doi.org/10.1080/10522150802713322

Duffee, J. H., Mendelsohn, A. L., Kuo, A. A., Legano, L. A., Earls, M. F., Council on Community Pediatrics, ... & Williams, P. G. (2017). Early childhood home visiting. Pediatrics, 140(3), e20172150. DOI: https://doi.org/10.1542/peds.2017-2150

Edwards, R. C., Vieyra, Y., & Hans, S. L. (2020). Maternal support for infant learning: Findings from a randomized controlled trial of doula home visiting services for young mothers. Early Childhood Research Quarterly, 51, 26-38. DOI: https://doi.org/10.1016/j.ecresq.2019.08.001

Erdemir, E. (2022). Home-based early education for refugee and local children via mothers: A model of contextually sensitive early intervention. Journal of Child and Family Studies, 31, 1121 - 1144. DOI: https://doi.org/10.1007/s10826-021-02197-7

Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29(2), 75-91. DOI: https://doi.org/10.1007/BF02766777

Grantham‐McGregor, S., Adya, A., Attanasio, O., Augsburg, B., Behrman, J., Caeyers, B., Day, M., Jervis, P., Kochar, R., Makkar, P., Meghir, C., Phimister, A., Rubio-Codina, M., & Vats, K. (2020). Group sessions or home visits for early childhood development in India: A cluster RCT. Pediatrics, 146(6), e2020002725. DOI: https://doi.org/10.1542/peds.2020-002725

Kotake, C., Fauth, R., Stetler, K., Goldberg, J., Silva, C., & Manning, S. (2023). Improving connections to early childhood systems of care via a universal home visiting program in Massachusetts. Children and Youth Services Review, 150, 106995. DOI: https://doi.org/10.1016/j.childyouth.2023.106995

McBride, S., & Peterson, C. (1997). Home-Based Early Intervention with Families of Children with Disabilities. Topics in Early Childhood Special Education, 17(2), 209 - 233. DOI: https://doi.org/10.1177/027112149701700206

Meyer, J. A., & Mann, M. B. (2006). Teachers' perceptions of the benefits of home visits for early childhood programs. Early Childhood Education Journal, 34(1), 93-97. DOI: https://doi.org/10.1007/s10643-006-0113-z

Mengi, A., & Alpdoğan, Y. (2020). COVID-19 salgını sürecinde özel eğitim öğrencilerinin uzaktan eğitim süreçlerine ilişkin öğretmen görüşlerinin incelenmesi. Milli Eğitim Dergisi, 49(1), 413-437. DOI: https://doi.org/10.37669/milliegitim.776226

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.

Orum Çattık, E., Yetkin, A. İ., & Aksoy, V. (2021). Ailelerin otizm spektrum bozukluğu olan çocuklarıyla gerçekleştirdikleri öğretimsel uyarlamalarına ilişkin fenomenolojik bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 52, 464-491. DOI: https://doi.org/10.9779/pauefd.833843

Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H. J., & Kantz, K. R. (2007). Enhancing parent-child interactions through home visiting: Promising practice or unfulfilled promise?. Journal of Early Intervention, 29(2), 119-140. DOI: https://doi.org/10.1177/105381510702900205

Sameroff, A. J. (2009). The transactional model of development: How children and contexts shape each other. American Psychological Association. DOI: https://doi.org/10.1037/11877-000

Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the Getting Ready intervention on preschool children's social-emotional competencies. Early Education and Development, 21(1), 125-156. DOI: https://doi.org/10.1080/10409280902783517

Sweet, M. A., & Appelbaum, M. I. (2004). Is home visiting an effective strategy? A meta-analytic review of home visiting programs for families with young children. Child Development, 75(5), 1435–1456. DOI: https://doi.org/10.1111/j.1467-8624.2004.00750.x

Tardi, S. (2019). Case study: Defining and differentiating among types of case studies. In A. Baron & K. McNeal (Eds.), Case study methodology in higher education (pp. 1–19). IGI Global. DOI: https://doi.org/10.4018/978-1-5225-9429-1.ch001

UNICEF (2022). Early childhood intervention (ECI): A multi-sectoral approach. UNICEF. https://www.unicef.org/eca/programme/early-childhood-intervention-and-inclusion

Ministry of National Education (2018). Özel eğitim hizmetleri yönetmeliği [Special Education Services Regulation]. https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-4.htm

Tollan, K., Jezrawi, R., Underwood, K., & Janus, M. (2023). A review on early intervention systems. Current Developmental Disorders Reports, 10(2), 147-153. DOI: https://doi.org/10.1007/s40474-023-00274-8

Tomris, G., & Çelik, S. (2021). Erken çocukluk özel eğitimi: Kuramsal ve yasal temeller, dünyadaki ve Türkiye’deki son eğilimler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(1), 1–24. DOI: https://doi.org/10.21565/ozelegitimdergisi.748893

Toran, M., & Özgen, Z. (2019). Family involvement in preschool education: What do teachers think and do?. Journal of Qualitative Research in Education, 6(3), 229-245. DOI: https://doi.org/10.14689/issn.2148-2624.1.6c3s11m

Turnbull, A. A., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (7th ed.). Pearson.

Wasik, B. H., & Bryant, D. M. (2001). Home visiting: Procedures for helping families (2nd ed.). Sage. DOI: https://doi.org/10.4135/9781452225616

Wellner, L., & Pierce-Friedman, K. (2019). The types of case studies in research and career-based endeavors. In A. Baron & K. McNeal (Eds.), Case study methodology in higher education (pp. 83–108). IGI Global. DOI: https://doi.org/10.4018/978-1-5225-9429-1.ch005

Yin, R. K. (2003). Designing case studies. Qualitative Research Methods, 5(14), 359-386.

Yıldırım-Parlak, Ş. (2024). Erken çocukluk döneminde özel gereksinimli çocuğu olan ebeveynlerin çocuklarına beceri öğretmelerinde ev ziyareti uygulamasının etkililiği [Unpublished doctoral dissertation]. Anadolu University.