Research Article
BibTex RIS Cite

Okul Öncesi Öğretmenlerinin Sanat Etkinliği Uygulamalarının İncelenmesi

Year 2022, Volume: 30 Issue: 3, 562 - 575, 31.07.2022
https://doi.org/10.24106/kefdergi.920590

Abstract

Çalışmanın amacı: Araştırmanın amacı okul öncesi öğretmenlerinin sanat etkinlikleri kapsamında gerçekleştirdikleri uygulamaların incelenmesidir.
Yöntem: Çalışma nitel bir araştırma olup, fenomenolojik desende yürütülmüştür. Çalışma grubu 15 okul öncesi öğretmeninden oluşmaktadır. Araştırmada okul öncesi öğretmenleri ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir.
Bulgular: Araştırmada öğretmenlerin üçte birinin sanat etkinliklerinde kendisini yeterli, üçte ikisinin ise kısmen yeterli gördüğü bulunmuştur. Öğretmenlerin tamamı yarı yapılandırılmış sanat etkinlikleri yaptırdıklarını ifade ederken, birkaç öğretmen yapılandırılmamış etkinlikler de gerçekleştirdiğini belirtmiştir. Öğretmenlerin sanat etkinlikleri uygulamaları kapsamında teknik odaklı (boyama, kesme yapıştırma, sanatçı ve sanat eserinden yola çıkılan vb.), beceri odaklı (yaratıcılık, küçük kas becerileri ve duyu gelişimi) etkinlikler yaptıkları ve ortam düzenlemeleri (sanat merkezi, okul bahçesi ve duyu masası kullanımı) gerçekleştirdikleri tespit edilmiştir. Ayrıca öğretmenlerin sanat etkinliklerinde sırasıyla en çok sanatsal materyaller, doğal materyaller, artık materyaller ve manipülatif materyaller kullandıkları bulunmuştur.
Öneriler: Okul öncesi öğretmenliği lisans programlarında sanat eğitimi derslerinin erken çocukluk dönemine yönelik nitelikli ve işlevsel bir şekilde yürütülmesi gerekmektedir. Okul öncesi öğretmenleri ve erken çocukluk sanat eğitimi konusunda çalışan uzmanlar, çevrimiçi veya yüz yüze eğitim ile bir araya getirilmeli ve öğretmenlerin konuyla ilgili mevcut bilgileri teorik ve uygulamalı olarak güçlendirilmelidir. Öğretmenler, erken çocukluk döneminde sanat eğitimi konusunda hizmet içi eğitimlerle desteklenmelidir. Öğretmenler, sanat etkinliklerini diğer etkinliklerle bütünleştirmeli ve sanatsal deneyimler ve açık havada öğrenme fırsatlarını bir araya getirmelidir.

References

  • Akyıldız, S. (2020). Examining preschool teachers’ self-efficacy perceptions in helping students acquire artistic and aesthetic values. Journal of Values Education, 18(39), 209-234.
  • Avcı, C. & Sağsöz. G. (2018). Investigating visual art activities in early childhood education. Kastamonu Education Journal, 26(2), 403-412.
  • Ayaydın, A. & Mercin, L. (2013). Görsel sanatlar eğitiminde uygulamalar. Ankara: Pegem.
  • Aydoğdu, F. & Ayanoğlu, M. (2020). A review of the views of teacher candidates about art activities within the scope of teaching practice. Gazi University Journal of Gazi Educational Faculty, 40(2), 699-726.
  • Aysu, B. & Aral, N. (2016). An investigation of the preschool teachers’ views and practices on learning centers. Kastamonu Education Journal, 24(5), 2561-2574.
  • Bea, J. H. (2004). Learning to teach visual arts in an early childhood classroom: The teacher's role as a guide. Early Childhood Education Journal, 31(4), 247-254.
  • Berg, B. L. & Lune, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. A. Arı (Trans. Ed.). Konya: Eğitim.
  • Bilir Seyhan, G. & Ocak Karabay, Ş. (2018). A pilot study in an “art equipped” preschool classroom. Ege Journal of Education, 19(1), 19-33.
  • Bulut, A. (2020). Pre-school teachers' perceptions of art and creativity concepts. Journal of Social Sciences of Mus Alparslan University, 8(3) 913-920.
  • Buyurgan, S. & Buyurgan, U. (2012). Sanat eğitimi ve öğretimi: Eğitimin her kademesine yönelik yöntem ve tekniklerle (3rd edition). Ankara: Pegem.
  • Büyükyıldırım, S. (2018). Visual arts self-efficacy perceptions of pre-school teachers and preschool teacher candidates (Unpublished master’s thesis). Gazi University, Ankara.
  • Council of Higher Education (1998). Eğitim fakültesi öğretmen yetiştirme lisans programları. Ankara: Council of Higher Education. Retrieved Feb 6, 2021, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesi-ogretmen-yetistirme-lisans-programlari-mart-1998.pdf.
  • Council of Higher Education (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007). Ankara: Council of Higher Education. Retrieved Feb 6, 2021, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogretmen-yetistirme-ve-egitim-fakulteleri.pdf.
  • Council of Higher Education (2018a). Okul öncesi öğretmenliği lisans programı. Ankara: Council of Higher Education. Retrieved Feb 6, 2021, from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf.
  • Council of Higher Education (2018b). Öğretmen yetiştirme lisans programları. Ankara: Council of Higher Education. Retrieved Feb 6, 2021, from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd edition). Thousand Oaks, CA: Sage.
  • Cutcher, A. (2013). Art spoken here: Reggio Emilia for the big kids. International Journal of Art and Design Education, 32(3), 318-330.
  • Cutcher, A. & Boyd, W. (2018). Preschool children, painting and palimpsest: Collaboration as pedagogy, practice and learning. The International Journal of Art & Design Education, 37(1), 53-64.
  • Çelik, G. & Tuğluk, M. N. (2020). Determination of preschool teachers' attitudes towards art activities and perceptions of self-sufficiency. Ulakbilge Journal of Social Sciences, 51, 900-915.
  • Çelik, M. & Yazar, A. (2009). Teacher opinions about molding materials that are used in art activities in early childhood education. Journal of Fine Arts, 16, 45-51.
  • Çetin, Z. & Koyuncuoğlu, B. (2013). İz bırakmak: “Çocuk, sanat ve yaratıcılık”. Ankara: Vize.
  • Danko-McGhee, K. & Slutsky, R. (2003). Preparing early childhood to use art in the classroom. Art Education, 56(4), 12-18.
  • Easton, F. (1997). Educating the whole child, “head, heart, and hands”: Learning from the Waldorf experience. Theory into Practice, 36(2), 87-94.
  • Erkut, D. (2016). Teachers opinion on art activities practiced in preschools (Unpublished master’s thesis). Anadolu University, Eskişehir.
  • Fox, J. E. & Schirrmacher, R. (2014). Çocuklarda sanat ve yaratıcılığın gelişimi (7th edition). N. Aral & G. Duman (Trans. Eds.). Ankara: Nobel.
  • Gelişli, Y. & Yazıcı, E. (2012). The evaluation of preschool educational programs applied in Turkey within historical process. Gazi University Journal of Industrial Arts Education Faculty, 29, 85-93.
  • Gibbs, G. R. (2007). Analyzing qualitative data. In U. Flick (Ed.), The Sage qualitative research kit. Thousand Oaks, CA: Sage.
  • Glesne, C. (2013). Nitel araştırmaya giriş. A. Ersoy & P. Yalçınoğlu (Trans. Eds.). Ankara: Anı.
  • Gökdemir, M. A. (2019). Problems encountered by preschool education teachers in art activities and solution offers (Mardin sample). SDU International Journal of Educational Studies, 6(2), 1-14.
  • Güçlü, İ. (2019). Sosyal bilimlerde nitel araştırma yöntemleri: Teknik-yaklaşım-uygulama. Ankara: Nobel.
  • Hallam, J., Egan, S., & Kirkham, J. (2016). An investigation into the ways in which art is taught in an English Waldorf Steiner school. Thinking Skills and Creativity, 19, 136-145.
  • Kandır, A., Gözüm, A. İ. C., & Türkoğlu, D. (2016). T.C. MEB 2013 Okul Öncesi Eğitim Programının görsel sanat etkinlikleri yönünden değerlendirilmesi. Ö. Demirel & S. Dinçer (Eds.). In Eğitim bilimlerinde yenilikler ve nitelik arayışı (pp. 531-546). Ankara: Pegem Akademi.
  • Kisida, B., Bowen, D. H., & Greene, J. P. (2018). Cultivating interest in art: Causal effects of arts exposure during early childhood. Early Childhood Research Quarterly, 45, 197-203.
  • Korn-Bursztyn, C. (2002). Scenes from a studio: Working with the arts in an early childhood classroom. Early Childhood Education Journal, 30(1), 39-46.
  • Ministry of Education (MoNE) (2013). Okul öncesi eğitim programı. Ankara: Ministry of Education.
  • Ministry of Education (MoNE) (2021). Hizmetiçi eğitim planları. Retrieved Feb 6, 2021, from http://oygm.meb.gov.tr/www/icerik_goruntule.php?KNO=28.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods. Thousand Oaks, CA: Sage.
  • Novaković, S. (2015). Preschool teacher’s role in the art activities of early and preschool age children. Croatian Journal of Education, 17(1), 153-163.
  • Özkan, B. & Girgin, F. (2014). Evaluation of virtual art activity applications by preschool teachers. Ejovoc (Electronic Journal of Vocational Colleges), 4(4), 79-85.
  • Özyürek, A. & Aydoğan, Y. (2011). Examination of applications related to free-time activities of pre-school teachers. Sakarya University Journal of Education Faculty, 22, 41-58.
  • Phillips, R. D., Gorton, R. L., Pinciotti, P., & Sachdev, A. (2010). Promising findings on preschoolers’ emergent literacy and school readiness in arts-integrated early childhood settings. Early Childhood Education Journal, 38(2), 111-122.
  • Ramazan, O., Arslan Çiftçi, H., & Tezel, M. (2018). The determination of conditions of learning centers in preschool classrooms and the analysis of teachers’ views on learning centers. Journal of Early Childhood Studies, 2(2), 213-233.
  • Sharp, C. (2004) Developing young children’s creativity: What can we learn from research? Topic, 32, 5-12.
  • Sullivan, G. (2006). Research acts in art practice. Studies in Arts Education, 48(1), 19-35.
  • Şahin, D. (2020). Research of preschool teachers’ points of view about visual arts activities. Inonu University Journal of Art and Design, 10(21), 71-85.
  • Thornton, L. ve Brunton, P. (2009). Understanding the Reggio approach: Early years education in practice. New York, NY: Routledge.
  • Ulutaş, I. & Ersoy, Ö. (2004). The art education in period of preschool. Kastamonu Education Journal, 12(1), 1-12.
  • Ünal, F. (2018). Assessment of children’s artworks by preschool teachers. International Journal of Interdisciplinary and Intercultural Art, 3(4), 49-71.
  • Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education. New York: Routledge.
  • Yıldırım, G. & Özyılmaz Akamca, G. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37(2), 1-10.
  • Yıldız, C. & Esen Çoban, A. (2019). Pre-service preschool teachers’ views, experiences and approaches about children’s drawings. Çukurova University Faculty of Education Journal, 48(1), 498-530.
  • Yolcu, E. (2009). Sanat eğitimi kuramları ve yöntemleri. Ankara: Nobel.
  • Zembat, R., Tosun, D., Çalış, N. B., & Yılmaz, H. (2020). Teachers' views on the use of natural and waste materials in preschool education. Dumlupınar University Graduate School of Education Journal, 4(1), 19-32..
  • Zupancic, T., Cagran, B., & Mulej, M. (2015). Preschool teaching staff’s opinions on the importance of preschool curricular fields of activities, art genres and visual arts fields. CEPS Journal, 5(4), 9-29.
  • Zupancic, T. & Duh, M. (2009). The communicative possibilities of contemporary art within the frame of art education. Informatologia, 42(3), 180-185.

Investigation of Preschool Teachers’ Art Activity Practices

Year 2022, Volume: 30 Issue: 3, 562 - 575, 31.07.2022
https://doi.org/10.24106/kefdergi.920590

Abstract

Purpose: The purpose of the study is the investigation of preschool teachers’ art activity practices.
Methodology: The study is a qualitative research and has been conducted with phenomenological design. The study group consists of 15 preschool teachers. Semi-structured interviews were conducted with preschool teachers in the study.
Findings: It was found that one third of the teachers accepted themselves competent in art activities, and two thirds accepted themselves partially competent. While all of the teachers stated that they had semi-structured art activities done, a few teachers stated that they also realized unstructured activities. Within the context of art activities, teachers were identified to do technique-oriented activities (coloring, cutting and sticking, based on artists and art works and etc.), skills-oriented activities (creativity, fine motor skills and sense development), and realize environmental arrangements (art center, school garden and sensory table use). Additionally, teachers were reported to use art materials, natural materials, waste materials and manipulative materials the most, respectively.
Suggestions: In preschool teacher education undergraduate programs, arts education courses should be conducted in a qualified and functional intended for early childhood period. Preschool teachers and experts working on early childhood arts education should be brought together with online or face-to-face training, and teachers' existing knowledge on the subject should be strengthened in theory and practice. Teachers should be supported with in-service trainings about art education in early childhood. Teachers should integrate art activities with other types of activities and combine artistic experiences and outdoor learning opportunities.

References

  • Akyıldız, S. (2020). Examining preschool teachers’ self-efficacy perceptions in helping students acquire artistic and aesthetic values. Journal of Values Education, 18(39), 209-234.
  • Avcı, C. & Sağsöz. G. (2018). Investigating visual art activities in early childhood education. Kastamonu Education Journal, 26(2), 403-412.
  • Ayaydın, A. & Mercin, L. (2013). Görsel sanatlar eğitiminde uygulamalar. Ankara: Pegem.
  • Aydoğdu, F. & Ayanoğlu, M. (2020). A review of the views of teacher candidates about art activities within the scope of teaching practice. Gazi University Journal of Gazi Educational Faculty, 40(2), 699-726.
  • Aysu, B. & Aral, N. (2016). An investigation of the preschool teachers’ views and practices on learning centers. Kastamonu Education Journal, 24(5), 2561-2574.
  • Bea, J. H. (2004). Learning to teach visual arts in an early childhood classroom: The teacher's role as a guide. Early Childhood Education Journal, 31(4), 247-254.
  • Berg, B. L. & Lune, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. A. Arı (Trans. Ed.). Konya: Eğitim.
  • Bilir Seyhan, G. & Ocak Karabay, Ş. (2018). A pilot study in an “art equipped” preschool classroom. Ege Journal of Education, 19(1), 19-33.
  • Bulut, A. (2020). Pre-school teachers' perceptions of art and creativity concepts. Journal of Social Sciences of Mus Alparslan University, 8(3) 913-920.
  • Buyurgan, S. & Buyurgan, U. (2012). Sanat eğitimi ve öğretimi: Eğitimin her kademesine yönelik yöntem ve tekniklerle (3rd edition). Ankara: Pegem.
  • Büyükyıldırım, S. (2018). Visual arts self-efficacy perceptions of pre-school teachers and preschool teacher candidates (Unpublished master’s thesis). Gazi University, Ankara.
  • Council of Higher Education (1998). Eğitim fakültesi öğretmen yetiştirme lisans programları. Ankara: Council of Higher Education. Retrieved Feb 6, 2021, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesi-ogretmen-yetistirme-lisans-programlari-mart-1998.pdf.
  • Council of Higher Education (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007). Ankara: Council of Higher Education. Retrieved Feb 6, 2021, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogretmen-yetistirme-ve-egitim-fakulteleri.pdf.
  • Council of Higher Education (2018a). Okul öncesi öğretmenliği lisans programı. Ankara: Council of Higher Education. Retrieved Feb 6, 2021, from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf.
  • Council of Higher Education (2018b). Öğretmen yetiştirme lisans programları. Ankara: Council of Higher Education. Retrieved Feb 6, 2021, from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd edition). Thousand Oaks, CA: Sage.
  • Cutcher, A. (2013). Art spoken here: Reggio Emilia for the big kids. International Journal of Art and Design Education, 32(3), 318-330.
  • Cutcher, A. & Boyd, W. (2018). Preschool children, painting and palimpsest: Collaboration as pedagogy, practice and learning. The International Journal of Art & Design Education, 37(1), 53-64.
  • Çelik, G. & Tuğluk, M. N. (2020). Determination of preschool teachers' attitudes towards art activities and perceptions of self-sufficiency. Ulakbilge Journal of Social Sciences, 51, 900-915.
  • Çelik, M. & Yazar, A. (2009). Teacher opinions about molding materials that are used in art activities in early childhood education. Journal of Fine Arts, 16, 45-51.
  • Çetin, Z. & Koyuncuoğlu, B. (2013). İz bırakmak: “Çocuk, sanat ve yaratıcılık”. Ankara: Vize.
  • Danko-McGhee, K. & Slutsky, R. (2003). Preparing early childhood to use art in the classroom. Art Education, 56(4), 12-18.
  • Easton, F. (1997). Educating the whole child, “head, heart, and hands”: Learning from the Waldorf experience. Theory into Practice, 36(2), 87-94.
  • Erkut, D. (2016). Teachers opinion on art activities practiced in preschools (Unpublished master’s thesis). Anadolu University, Eskişehir.
  • Fox, J. E. & Schirrmacher, R. (2014). Çocuklarda sanat ve yaratıcılığın gelişimi (7th edition). N. Aral & G. Duman (Trans. Eds.). Ankara: Nobel.
  • Gelişli, Y. & Yazıcı, E. (2012). The evaluation of preschool educational programs applied in Turkey within historical process. Gazi University Journal of Industrial Arts Education Faculty, 29, 85-93.
  • Gibbs, G. R. (2007). Analyzing qualitative data. In U. Flick (Ed.), The Sage qualitative research kit. Thousand Oaks, CA: Sage.
  • Glesne, C. (2013). Nitel araştırmaya giriş. A. Ersoy & P. Yalçınoğlu (Trans. Eds.). Ankara: Anı.
  • Gökdemir, M. A. (2019). Problems encountered by preschool education teachers in art activities and solution offers (Mardin sample). SDU International Journal of Educational Studies, 6(2), 1-14.
  • Güçlü, İ. (2019). Sosyal bilimlerde nitel araştırma yöntemleri: Teknik-yaklaşım-uygulama. Ankara: Nobel.
  • Hallam, J., Egan, S., & Kirkham, J. (2016). An investigation into the ways in which art is taught in an English Waldorf Steiner school. Thinking Skills and Creativity, 19, 136-145.
  • Kandır, A., Gözüm, A. İ. C., & Türkoğlu, D. (2016). T.C. MEB 2013 Okul Öncesi Eğitim Programının görsel sanat etkinlikleri yönünden değerlendirilmesi. Ö. Demirel & S. Dinçer (Eds.). In Eğitim bilimlerinde yenilikler ve nitelik arayışı (pp. 531-546). Ankara: Pegem Akademi.
  • Kisida, B., Bowen, D. H., & Greene, J. P. (2018). Cultivating interest in art: Causal effects of arts exposure during early childhood. Early Childhood Research Quarterly, 45, 197-203.
  • Korn-Bursztyn, C. (2002). Scenes from a studio: Working with the arts in an early childhood classroom. Early Childhood Education Journal, 30(1), 39-46.
  • Ministry of Education (MoNE) (2013). Okul öncesi eğitim programı. Ankara: Ministry of Education.
  • Ministry of Education (MoNE) (2021). Hizmetiçi eğitim planları. Retrieved Feb 6, 2021, from http://oygm.meb.gov.tr/www/icerik_goruntule.php?KNO=28.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods. Thousand Oaks, CA: Sage.
  • Novaković, S. (2015). Preschool teacher’s role in the art activities of early and preschool age children. Croatian Journal of Education, 17(1), 153-163.
  • Özkan, B. & Girgin, F. (2014). Evaluation of virtual art activity applications by preschool teachers. Ejovoc (Electronic Journal of Vocational Colleges), 4(4), 79-85.
  • Özyürek, A. & Aydoğan, Y. (2011). Examination of applications related to free-time activities of pre-school teachers. Sakarya University Journal of Education Faculty, 22, 41-58.
  • Phillips, R. D., Gorton, R. L., Pinciotti, P., & Sachdev, A. (2010). Promising findings on preschoolers’ emergent literacy and school readiness in arts-integrated early childhood settings. Early Childhood Education Journal, 38(2), 111-122.
  • Ramazan, O., Arslan Çiftçi, H., & Tezel, M. (2018). The determination of conditions of learning centers in preschool classrooms and the analysis of teachers’ views on learning centers. Journal of Early Childhood Studies, 2(2), 213-233.
  • Sharp, C. (2004) Developing young children’s creativity: What can we learn from research? Topic, 32, 5-12.
  • Sullivan, G. (2006). Research acts in art practice. Studies in Arts Education, 48(1), 19-35.
  • Şahin, D. (2020). Research of preschool teachers’ points of view about visual arts activities. Inonu University Journal of Art and Design, 10(21), 71-85.
  • Thornton, L. ve Brunton, P. (2009). Understanding the Reggio approach: Early years education in practice. New York, NY: Routledge.
  • Ulutaş, I. & Ersoy, Ö. (2004). The art education in period of preschool. Kastamonu Education Journal, 12(1), 1-12.
  • Ünal, F. (2018). Assessment of children’s artworks by preschool teachers. International Journal of Interdisciplinary and Intercultural Art, 3(4), 49-71.
  • Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education. New York: Routledge.
  • Yıldırım, G. & Özyılmaz Akamca, G. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37(2), 1-10.
  • Yıldız, C. & Esen Çoban, A. (2019). Pre-service preschool teachers’ views, experiences and approaches about children’s drawings. Çukurova University Faculty of Education Journal, 48(1), 498-530.
  • Yolcu, E. (2009). Sanat eğitimi kuramları ve yöntemleri. Ankara: Nobel.
  • Zembat, R., Tosun, D., Çalış, N. B., & Yılmaz, H. (2020). Teachers' views on the use of natural and waste materials in preschool education. Dumlupınar University Graduate School of Education Journal, 4(1), 19-32..
  • Zupancic, T., Cagran, B., & Mulej, M. (2015). Preschool teaching staff’s opinions on the importance of preschool curricular fields of activities, art genres and visual arts fields. CEPS Journal, 5(4), 9-29.
  • Zupancic, T. & Duh, M. (2009). The communicative possibilities of contemporary art within the frame of art education. Informatologia, 42(3), 180-185.
There are 55 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Cansu Yıldız 0000-0003-0638-3826

Tülin Guler Yıldız 0000-0002-9518-0336

Publication Date July 31, 2022
Acceptance Date September 15, 2021
Published in Issue Year 2022 Volume: 30 Issue: 3

Cite

APA Yıldız, C., & Guler Yıldız, T. (2022). Investigation of Preschool Teachers’ Art Activity Practices. Kastamonu Education Journal, 30(3), 562-575. https://doi.org/10.24106/kefdergi.920590

10037