SavedAdd your journal

Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Issue: 4

The Visibility of Kitchen and Cleaning Staff Working in Preschool Education Institutions

Okul Öncesi Eğitim Kurumlarında Çalışan Mutfak ve Temizlik Personelinin Görünürlüğü

Mehmet Oğuz Göle(AFYON KOCATEPE ÜNİVERSİTESİ, AFYON MESLEK YÜKSEKOKULU)0000-0003-2826-1790
Pages
—
Publication Date
2026-08-07
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In light of these findings, it is suggested that future visibility research re-examine socio-spatial mechanisms through a broader, more holistic perspective.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Purpose: This research aims to understand the social visibility of kitchen and cleaning staff working in preschools.
📊
Key Findings & Data:Maximum variation sampling was used to determine the study group, which consisted of a total of 21 people: 5 kitchen staff, 11 cleaning staff, and 5 administrators.
💡
Conclusion & Impact:In light of these findings, it is suggested that future visibility research re-examine socio-spatial mechanisms through a broader, more holistic perspective.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:preschool staff · kitchen and cleaning staff · social visibility

Abstract

Purpose: This research aims to understand the social visibility of kitchen and cleaning staff working in preschools. Method: The research was conducted using basic qualitative research methods. Maximum variation sampling was used to determine the study group, which consisted of a total of 21 people: 5 kitchen staff, 11 cleaning staff, and 5 administrators. Data were collected from the study group through semi-structured interviews, and the data were analyzed using thematic analysis. The research theoretically examined visibility through socio-cultural (the ways in which culture and society influence visibility), socio-legal (the legal and regulatory factors affecting visibility), and socio-spatial (the physical and spatial aspects of visibility) mechanisms. The themes were named after these mechanisms. Coding and categorization processes were conducted based on visibility. Findings: The research findings demonstrate that kitchen and cleaning staff maintain clear socio-cultural and socio-spatial visibility within preschool settings. However, their socio-legal visibility remains fragmented, showing distinct visibility in certain regulatory categories while remaining entirely invisible in others. Conclusion: The research reveals that while the staff are socio-culturally and socio-spatially visible, they experience partial invisibility within the socio-legal dimension. In light of these findings, it is suggested that future visibility research re-examine socio-spatial mechanisms through a broader, more holistic perspective.

Özet

Amaç: Bu araştırma, anaokullarında çalışan mutfak ve temizlik personelinin sosyal görünürlüğünü anlamayı amaçlamaktadır. Yöntem: Araştırma, temel nitel araştırma yöntemleri kullanılarak yürütülmüştür. Çalışma grubunu belirlemek için maksimum varyasyon örnekleme yöntemi kullanılmış olup, çalışma grubu 5 mutfak personeli, 11 temizlik personeli ve 5 yönetici olmak üzere toplam 21 kişiden oluşmaktadır. Veriler, çalışma grubundan yarı yapılandırılmış görüşmeler yoluyla toplanmış ve tematik analiz yöntemiyle analiz edilmiştir. Araştırma, görünürlüğü teorik olarak sosyo-kültürel (kültür ve toplumun görünürlüğü etkileme biçimleri), sosyo-yasal (görünürlüğü etkileyen yasal ve düzenleyici faktörler) ve sosyo-mekânsal (görünürlüğün fiziksel ve mekânsal yönleri) mekanizmalar aracılığıyla incelemiştir. Temalar bu mekanizmalara göre adlandırılmıştır. Görünürlüğe dayalı olarak kodlama ve kategorizasyon süreçleri yürütülmüştür. Bulgular: Mutfak ve temizlik personelinin okul öncesi kurumlarda net bir sosyo-kültürel ve sosyo-mekânsal görünürlüğe sahip olduğunu göstermektedir. Ancak, sosyo-hukuki görünürlükleri parçalı bir yapı sunmakta; belirli yasal kategorilerde belirgin bir görünürlük sergilerken diğerlerinde tamamen görünmez kalmaktadırlar. Sonuç: Sonuç olarak çalışma, kurumsal personelin iş yerine kültürel ve fiziksel olarak entegre edilmesine rağmen hukuki açıdan marjinalleştiği karmaşık bir manzarayı vurgulamaktadır. Bu dinamiklerden hareketle, gelecek araştırmaların geleneksel sınırların ötesine geçmesi ve sosyo-mekânsal görünürlüğü daha geniş, daha bütüncül bir mercekten analiz etmesi büyük önem taşımaktadır.

🔖

Cite This Article

Göle, M. O. (2026). The Visibility of Kitchen and Cleaning Staff Working in Preschool Education Institutions. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Issue: 4. https://doi.org/10.14686/buefad.1877254

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (102)

  1. AÇEV. (2005). Okul öncesi eğitimde kalite: Üniversitelerin rolü toplantısı raporu. https://www.acev.org/wp-content/uploads/2017/11/okul_oncesi_egitimde_kalite_-universitelerin_rolu_toplantisi.pdf
  2. Andreyeva, T., & Henderson, K. E. (2018). Center-reported adherence to nutrition standards of the child and adult care food program. Childhood Obesity, 14(6), 421-428. https://doi.org/10.1089/chi.2018.0076
  3. Arrabal, A. A. (2013). Starting strong III: A quality toolbox for early childhood education and care. Revista Española de Educación Comparada, 21, 285-289. https://www.oecd.org/content/dam/oecd/en/publications/reports/2011/12/starting-strong-iii_g1g1521c/9789264123564-en.pdf
  4. Ateş, Ö. T., Mart, Ö. A., & Türkkaş, C. (2025). The problems of school principals with auxiliary school personnel and suggestions for solutions. Mehmet Akif Ersoy University Journal of Education Faculty, 73, 345-374. https://doi.org/10.21764/maeuefd.1417759
  5. Barblett, L., & Kirk, G. (2018). National quality standard in schools: Leadership enabling power and agency. Australasian Journal of Early Childhood, 43(3), 43-51. https://doi.org/10.23965/AJEC.43.3.05
  6. Bauchmüller, R., Gørtz, M., & Rasmussen, A. W. (2014). Long-run benefits from universal high-quality preschooling. Early Childhood Research Quarterly, 29(4), 457-470. https://doi.org/10.1016/j.ecresq.2014.05.009
  7. Bernal, R., Attanasio, O., Peña, X., & Vera-Hernández, M. (2019). The effects of the transition from home-based childcare to childcare centers on children’s health and development in Colombia. Early childhood research quarterly, 47, 418-431. https://doi.org/10.1016/j.ecresq.2018.08.005
  8. Birch, L. L., & Doub, A. E. (2014). Learning to eat: birth to age 2 y. The American journal of clinical nutrition, 99(3), 723-728. https://doi.org/10.3945/ajcn.113.069047
  9. Bloom, P. J. (1991). Child care centers as organizations: A social systems perspective. Child & Youth Care Forum, 20(5), 313–333. https://doi.org/10.1007/BF00757061
  10. Bradshaw, C. P., Waasdorp, T. E., O’Brennan, L. M., & Gulemetova, M. (2011). Findings from the National Education Association’s nationwide study of bullying. National Education Association. https://akastage-www.stopbullying.gov/sites/default/files/2017-09/white_house_conference_materials.pdf
  11. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  12. Burke, C., & Könings, K. D. (2016). Recovering lost histories of educational design: A case study in contemporary participatory strategies. Oxford Review of Education, 42(6), 721-732. https://doi.org/10.1080/03054985.2016.1232244
  13. Byrd, J. (2016). Serving amid institutional camouflage: The invisibility of school food service workers [Unpublished master's thesis]. Oregon State University.
  14. Caner, M., Karatas, S., Karadag, E., & Sertel, G. (2025). The floor is (Y) ours: Auxiliary staff voices their persona. Psychology in the Schools, 62(4), 983-995. https://doi.org/10.1002/pits.23370
  15. Caruso, J. J., & Fawcett, M. T. (2014). Supervision in early childhood education: A developmental perspective. Teachers College Press.
  16. Chandler, K. (2016). Administering for quality: Leading and collaboration in canadian early childhood. Pearson.
  17. Chadburn, A., Smith, J., & Milan, J. (2017). Productivity drivers of knowledge workers in the central London office environment. Journal of Corporate Real Estate, 19(2), 66-79. https://doi.org/10.1108/JCRE-12-2015-0047
  18. Cole, A., Vidgen, H., & Cleland, P. (2017). Food provision in early childhood education and care services: exploring how staff determine nutritional adequacy. Nutrition & Dietetics, 74(1), 105-110. https://doi.org/10.1111/1747-0080.12310
  19. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
  20. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  21. Dah, H. M. (2016). Exploring the hygienic practices among kitchen staff in the training college of education: The case of Hohoe. Food Science and Quality Management, 51, 59–69. https://www.iiste.org/Journals/index.php/FSQM/article/view/30891/31728
  22. Daniels, A. K. (1987). Invisible work. Social problems, 34(5), 403-415. https://doi.org/10.2307/800538
  23. Daresh, J. C., & Arrowsmith, T. (2003). A practical guide for new school leaders. Paul Chapman Publishing
  24. Dutton, J. E., Debebe, G., & Wrzeniewski, A. (2016). Being valued and devalued at work. Beth A. Bechky, Kimberly D. Elsbach (Eds.), Advances in qualitative organization research, (9-51). Information Age Publishing
  25. Elsbach, K. D. (2003). Relating physical environment to self-categorizations: Identity threat and affirmation in a non-territorial office space. Administrative science quarterly, 48(4), 622-654. https://doi.org/10.2307/3556639
  26. Enke, A. A., Briley, M. E., Curtis, S. R., Greninger, S. A., & Staskel, D. M. (2007). Quality management procedures influence the food safety practices at childcare centers. Early Childhood Education Journal, 35, 75-81. https://doi.org/10.1007/s10643-006-0141-8
  27. Erinosho, T., Dixon, L. B., Young, C., Brotman, L. M., & Hayman, L. L. (2011). Nutrition practices and children's dietary intakes at 40 child-care centers in New York City. Journal of the American Dietetic Association, 111(9), 1391-1397. https://doi.org/10.1016/j.jada.2011.06.001
  28. Florida Department of Children and Families (2021). Child care facility handbook. https://www.myflfamilies.com/sites/default/files/2022-12/FacilityHandbook_0.pdf#page=6.63
  29. Fox, L., & Hemmeter, M. L. (2009). A programwide model for supporting social emotional development and addressing challenging behavior in early childhood settings. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 177–202). Springer. https://doi.org/10.1007/978-0-387-09632-2_8
  30. Gerrard, J., & Barron, R. (2020). Cleaning public education: The privatisation of school maintenance work. Journal of Educational Administration and History, 52(1), 9-21. https://doi.org/10.1080/00220620.2019.1689102
  31. Gerritsen, S., Dean, B., Morton, S. M., & Wall, C. R. (2017). Do childcare menus meet nutrition guidelines? Quantity, variety and quality of food provided in New Zealand Early Childhood Education services. Australian and New Zealand Journal of Public Health, 41(4), 345-351. https://doi.org/10.1111/1753-6405.12667
  32. Glesne, C. (2013). Becoming qualitative researchers: An introduction (4th ed.). Pearson/Allyn & Bacon.
  33. Government of British Columbia (2003). Preventing illness in child care settings. https://www2.gov.bc.ca/assets/gov/health/about-bc-s-health-care-system/child-day-care/preventingillness.pdf
  34. Harbalıoğlu, M., & Ünal, İ. (2014). Determining the professional attitudes of culinary program students: An application at the associate degree level. Tourism Academic Journal, 1(1), 55-65. https://izlik.org/JA22NY53XU
  35. Hatton, E. (2017). Mechanisms of invisibility: Rethinking the concept of invisible work. Work, employment and society, 31(2), 336-351. https://doi.org/10.1177/0950017016674894
  36. Haynes, B. P. (2008). The impact of office comfort on productivity. Journal of facilities management, 6(1), 37-51. https://doi.org/10.1108/14725960810847459
  37. Heineke A. J., Coleman E., Ferrell E., Kersemeier C. (2012). Opening doors for bilingual students: Recommendations for building linguistically responsive schools. Improving Schools, 15, 130–147. https://doi.org/10.1177/1365480212450235
  38. Helland, S. H., Bjørkkjaer, T., Vejrup, K., & Øverby, N. C. (2024). Enhancing core components for a digital “healthy eating” resource in early childhood and care settings: Staff’s perceptions and needs. BMC Public Health, 24(1), 3000. https://doi.org/10.1186/s12889-024-20456-2
  39. Hewett, B. S., & La Paro, K. M. (2020). Organizational climate: Collegiality and supervisor support in early childhood education programs. Early Childhood Education Journal, 48, 415-427. https://doi.org/10.1007/s10643-019-01003-w
  40. Hviid, K., Smith, L. H., Frydendall, K. B., & Flyvholm, M. A. (2013). Visibility and social recognition as psychosocial work environment factors among cleaners in a multi-ethnic workplace intervention. International Journal of Environmental Research and Public Health, 10(1), 85-106. https://doi.org/10.3390/ijerph10010085
  41. İŞKUR (2010). A cooperation protocol on strengthening employment and vocational training relations between the Ministry of National Education, General Directorate of Educational Technologies, and the Ministry of Labor and Social Security, General Directorate of Turkish Employment Agency. https://media.iskur.gov.tr/100628/istihdam-ve-mesleki-egitim-iliskisinin-guclendirilmesine-iliskin-isbirligi-protokolu.pdf
  42. Johannessen, B., Helland, S. H., Bere, E., Øverby, N. C., & Fegran, L. (2018). A bumpy road: Kindergarten staff's experiences with an intervention to promote healthy diets in toddlers. Appetite, 127, 37-43. https://doi.org/10.1016/j.appet.2018.04.008
  43. Jones, C., & Pound, L. (2008). Leadership and management in the early years: From principles to practice. McGraw-Hill Education.
  44. Karatas, S., & Caner, M. (2024). Administrators' perception concerning the auxiliary (janitorial) staff: The hidden heroes of education. Psychology in the Schools, 61(3), 1161-1180. https://doi.org/10.1002/pits.23105
  45. Kaya, G. (2015). A field research on the subcontracted workers in the public sector: Adıyaman sample. Elektronik Sosyal Bilimler Dergisi, 14(55), 257-267. https://doi.org/10.17755/esosder.70211
  46. Kekkonen, P., & Reiman, A. (2019). Schools and kindergartens as shared workplaces: An analysis of the work ability management challenges of the meal and cleaning service employees. Work, 64(1), 161-173. https://doi.org/10.3233/WOR-192966
  47. Kim, J., Candido, C., Thomas, L., & De Dear, R. (2016). Desk ownership in the workplace: The effect of non-territorial working on employee workplace satisfaction, perceived productivity and health. Building and Environment, 103, 203-214. https://doi.org/10.1016/j.buildenv.2016.04.015
  48. Kosny, A., & MacEachen, E. (2010). Gendered, invisible work in non‐profit social service organizations: Implications for worker health and safety. Gender, Work & Organization, 17(4), 359-380. https://doi.org/10.1111/j.1468-0432.2009.00460.x
  49. Lollar, K. (2015). Strategic invisibility: Resisting the inhospitable dwelling place. Review of Communication, 15(4), 298-315. https://doi.org/10.1080/15358593.2015.1116592
  50. London Early Years Foundation Chef Academy (2023). Chef academy impact report. https://www.leyf.org.uk/wp-content/uploads/2023/09/LEYF_Chef-impact-report-2023_JC_AW_high-res.pdf
  51. Long, T., & Johnson, M. (2000). Rigour, reliability and validity in qualitative research. Clinical effectiveness in nursing, 4(1), 30-37. https://doi.org/10.1054/cein.2000.0106
  52. Loukas, A., Suzuki, R., & Horton, K. D. (2006). Examining school connectedness as a mediator of school climate effects. Journal of Research on Adolescence, 16(3), 491-502. https://doi.org/10.1111/j.1532-7795.2006.00504.x
  53. Lyn, R., Evers, S., Davis, J., Maalouf, J., & Griffin, M. (2014). Barriers and supports to implementing a nutrition and physical activity intervention in child care: Directors’ perspectives. Journal of Nutrition Education and Behavior, 46(3), 171–180. https://doi.org/10.1016/j.jneb.2013.11.003
  54. Matwiejczyk, L., Mehta, K., & Coveney, J. (2021). Factors influencing food service provision decisions in centre‐based early childhood education and care services: Cooks' perspective. Health Promotion Journal of Australia, 32(1), 107-116. https://doi.org/10.1002/hpja.308
  55. McNamara, J., & Cassells, R. (2010). Who cares for school age kids: staffing trends in Outside School Hours Care. In Child Care and Out of School Hours Care Panel Workshop. https://library.bsl.org.au/jspui/bitstream/1/2710/1/Who%20cares%20for%20school%20age%20kids.pdf
  56. Merriam, S. B. (2014). Qualitative research: A guide to design and implementation. Jossey-Bass.
  57. Ministry of Family and Social Policies (2015). Regulation on the establishment and operation principles of private nurseries, daycare centers and private children's clubs https://www.resmigazete.gov.tr/eskiler/2015/04/20150430-4.htm
  58. Ministry of National Education (2014). Ministry of National Education Preschool Education and Primary Education Institutions Regulation. https://www.mevzuat.gov.tr/MevzuatMetin/yonetmelik/7.5.19942.pdf
  59. Ministry of National Education's General Directorate of Support Services (2018). Application principles regarding the recruitment of subcontracted workers into permanent or temporary positions. From https://dhgm.meb.gov.tr/meb_iys_dosyalar/2018_01/04160321_TAYERON_YYYYLERYN_SYREKLY_VEYA_GEYYCY_YYYY_KADROLARINA_ALINMALARINA_YLYYKYN_UYGULAMA_YLKELERY_GENELGESY.pdf
  60. Ministry of Labor and Social Services (2013). Regulation on the procedures and principles of occupational health and safety training of employees. https://www.mevzuat.gov.tr/MevzuatMetin/yonetmelik/7.5.18371.pdf
  61. Morse, J. (2018). Reframing rigor in qualitative inquiry. N. K. Denzin & Y. S. Lincoln (Eds.). The Sage Handbook of Qualitative Research (796-817), Sage.
  62. Muthanna, A. (2019). Critical qualitative inquiry and methodological awareness: The effectiveness of face-to-face interviews in changing/enhancing participants’ beliefs and practices. International Journal of Research Studies in Education, 8(2), 59-66. https://doi.org/10.5861/ijrse.2019.3027
  63. Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2024). Demystification and actualisation of data saturation in qualitative research through thematic analysis. International Journal of Qualitative Methods, 23, https://doi.org/10.1177/16094069241229777
  64. National Food Service Management Institute (2014). Mealtime memo for child care. https://healthysd.gov/wp-content/uploads/2017/02/11-Tips-for-Cleaning-in-the-Child-Care-Kitchen.pdf
  65. National Education Leader (2020). Keeping children's food safe. https://www.acecqa.gov.au/latest-news/blog/keeping-childrens-food-safe
  66. Nesti, M. M., & Goldbaum, M. (2007). Infectious diseases and daycare and preschool education. Jornal de Pediatria, 83, 299-312. https://doi.org/10.2223/JPED.1649
  67. Norwegian Consumer Council and The Norwegian Diet and Nutrition Association (2018). Kindergarten food: nutrition for life, play, and learning. appetite for life. https://storage02.forbrukerradet.no/media/2018/08/20180710-ke-appetitt-barnehage-rapport.pdf
  68. Official Gazette (2018). Procedures and principles for the implementation of temporary articles 23 and 24 of decree law no. 375 on the transition of workers employed under service procurement contracts based on employment in public institutions and organizations to permanent worker statutes or to worker status in local administration companies. From https://www.resmigazete.gov.tr/eskiler/2018/01/20180101-5.htm
  69. Panikkar, B., Brugge, D., Gute, D. M., & Hyatt, R. R. (2015). They see us as machines: The experience of recent immigrant women in the low wage informal labor sector. PloS ONE, 10(11), e0142686. https://doi.org/10.1371/journal.pone.0142686
  70. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
  71. Peters, J., Parletta, N., Campbell, K., & Lynch, J. (2014). Parental influences on the diets of 2-to 5-year-old children: Systematic review of qualitative research. Journal of Early Childhood Research, 12(1), 3-19. https://doi.org/10.1177/1476718X134929
  72. Pitt, M., & Bennett, J. (2008). Workforce ownership of space in a space sharing environment. Journal of Facilities Management, 6(4), 290-302. https://doi.org/10.1108/14725960810908154
  73. Polat, S. (2013). Neo-liberal education policies in Turkey and transformation in education. Journal for Critical Education Policy Studies (JCEPS), 11(4). https://www.jceps.com/wp-content/uploads/PDFs/11-4-08.pdf
  74. Polat, S., & Esen, E. (2022). The dark side of financing schools: Examining school administrators' views on the process of providing financial resources. Kocaeli University Journal of Education, 5(2), 560-587. https://doi.org/10.33400/kuje.1146282
  75. Pollard, C. M., Lewis, J. M., & Miller, M. R. (1999). Food service in long day care centres-an opportunity for public health intervention. Australian and New Zealand journal of public health, 23(6), 606-610. https://doi.org/10.1111/j.1467-842x.1999.tb01545.x
  76. Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches (2nd ed.). Sage Publications.
  77. Rabelo, V. C., & Mahalingam, R. (2019). They really don't want to see us: How cleaners experience invisible dirty work. Journal of vocational behavior, 113, 103-114. https://doi.org/10.1016/j.jvb.2018.10.010
  78. Reiman, A., & Väyrynen, S. (2018). Holistic well-being and sustainable organisations: A review and argumentative propositions. International Journal of Sustainable Engineering, 11(5), 321-329. https://doi.org/10.1080/19397038.2018.1474397
  79. Robson, C. (1993). Real world research. Blackwell Publishing.
  80. Romo-Palafox, M. J., Ranjit, N., Sweitzer, S. J., Roberts-Gray, C., Hoelscher, D. M., Byrd-Williams, C. E., & Briley, M. E. (2015). Dietary quality of preschoolers' sack lunches as measured by the healthy eating index. Journal of the Academy of Nutrition and Dietetics, 115(11), 1779-1788. https://doi.org/10.1016/j.jand.2015.05.017
  81. Rush, E., & Downie, C. (2006). ABC Learning Centres: A case study of Australia’s largest child care corporation. http://www.tai.org.au/documents/dp_fulltext/DP87.pdf
  82. Sambell, R., Wallace, R., Lo, J., Costello, L., & Devine, A. (2020). Increasing food expenditure in long day-care by an extra $0.50 per child/day would improve core food group provision. Nutrients, 12(4), 968. https://doi.org/10.3390/nu12040968
  83. Sandberg, S. G., Nyroos, M., Waling, M., & Olsson, C. (2025). Somewhat forgotten”: understanding the role of school meal staff in building inclusive school meal communities. Food, Culture & Society, 29(2), 377-396. https://doi.org/10.1080/15528014.2025.2511502
  84. Schriefer, A. (2005). Workplace strategy: What it is and why you should care. Journal of Corporate Real Estate, 7(3), 222-233. https://doi.org/10.1108/14630010510631081
  85. Sardadvar, K. (2026). Hidden work at the fissured workplace: ambivalent visibility in daytime cleaning. Frontiers in Sociology, 11, 1696463. https://doi.org/10.3389/fsoc.2026.1696463
  86. Sehgal, S. (2012). Relationship between work environment and productivity. International Journal of Engineering Research and Applications, 2(4), 1992-1995. https://www.ijera.com/papers/Vol2_issue4/LY2419921995.pdf
  87. Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach. John Wiley & Sons.
  88. Sepp, H., Abrahamsson, L., & Fjellström, C. (2006). Pre‐school staffs’ attitudes toward foods in relation to the pedagogic meal. International Journal of Consumer Studies, 30(2), 224-232. https://doi.org/10.1111/j.1470-6431.2005.00481.x
  89. Seward, K., Finch, M., Yoong, S. L., Wyse, R., Jones, J., Grady, A.,. & Wolfenden, L. (2017). Factors that influence the implementation of dietary guidelines regarding food provision in centre based childcare services: a systematic review. Preventive Medicine, 105, 197-205. https://doi.org/10.1016/j.ypmed.2017.09.024
  90. Sillanpää, T. (2023). Spatiality in Finnish early childhood education history and its connections to Froebelian pedagogy–a closer look at the kitchen area. In T. Bruce, Y. Nishida, S. Powell, H. Wasmuth, & J. Whinnett (Eds.), The Bloomsbury handbook to Friedrich Froebel (pp. 418–426). Bloomsbury Publishing.
  91. Simpson, R., & Lewis, P. (2005). An investigation of silence and a scrutiny of transparency: Re-examining gender in organization literature through the concepts of voice and visibility. Human Relations, 58(10), 1253-1275. https://doi.org/10.1177/0018726705058940
  92. Smith, J. A. (1995). Semi-structured interviewing and qualitative analysis. A. Smith, Rom Harré & Luk Van Langenhove (Eds.), In Rethinking methods in psychology (pp. 10-26). SAGE.
  93. Taşkıran, G. (2011). New experiences in class organization. Çalışma ve Toplum, 4(31), 135-162. https://izlik.org/JA82LK66AP
  94. Turani, D., & Bloem, S. (2019.) The TALIS starting strong survey: Implications for the leadership discourse in early childhood education and care. In P. Strehmel, J. Heikka, E. Hujala, J. Rodd, & M. Waniganayake (Eds.), Leadership in early education in times of change: Research from five continents (pp. 277–290). Robert Bosch Foundation
  95. Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398-405. https://doi.org/10.1111/nhs.12048
  96. Van Laere, K., Peeters, J., & Vandenbroeck, M. (2012). The education and care divide: The role of the early childhood workforce in 15 European countries. European Journal of Education, 47(4), 527-541. https://doi.org/10.1111/ejed.12006
  97. Van Leeuwen, T. (1996) The representation of social actors. In C. R. Caldas-Coulthard & M. Coulthard (Eds.), Texts and practices: Readings in critical discourse analysis (pp. 33-70). Routledge. https://doi.org/10.1075/z.184
  98. Van Der Voordt, T. J. (2004). Productivity and employee satisfaction in flexible workplaces. Journal of Corporate Real Estate, 6(2), 133-148. https://doi.org/10.1108/14630010410812306
  99. Wrzesniewski, A., Dutton, J. E., & Debebe, G. (2003). Interpersonal sensemaking and the meaning of work. Research in Organizational Behavior, 25, 93-135. https://doi.org/10.1016/S0191-3085(03)25003-6
  100. Zinsser, K. M., Denham, S. A., Curby, T. W., & Chazan-Cohen, R. (2016). Early childhood directors as socializers of emotional climate. Learning Environments Research, 19(2), 267-290. https://doi.org/10.1007/s10984-016-9208-7
  101. Seward, K., Finch, M., Yoong, S. L., Wyse, R., Jones, J., Grady, A.,. & Wolfenden, L. (2017). Factors that influence the implementation of dietary guidelines regarding food provision in centre based childcare services: a systematic review. Preventive Medicine, 105, 197-205. https://doi.org/10.1016/j.ypmed.2017.09.024
  102. Smith, J. A. (1995). Semi-structured interviewing and qualitative analysis. A. Smith, Rom Harré & Luk Van Langenhove (Eds.), In Rethinking methods in psychology (pp. 10-26). SAGE.