Sometimes It's Very Difficult to Get Children to Talk!: Teachers' Views on Conversations in Preschool Education

Abstract

This study aimed to examine in depth the needs of preschool teachers related to language-supportive conversations in preschool education settings. A case study based on qualitative research was used, involving 10 preschool teachers in Samsun province, selected by a type of purposive sampling known as snowball sampling. Data were collected through face-to-face semi-structured interviews with the teachers. Content analysis was used in the analysis of data. The findings are presented under the following themes: views on children's verbal interaction skills, views on teachers’ language features, practices supporting conversations, practices supporting vocabulary development, and professional development needs. Teachers referred to changes in children's verbal interaction skills over recent years, highlighted the diverse needs of children, and reported using a variety of methods to support conversations and vocabulary development and emphasized that they needed trainings regarding this issue. The findings suggest that children need support based on individual differences in their verbal interaction skills, and that teachers require training on scientifically based conversation practices.

Keywords

• Preschool education
• oral language development
• teacher language
• conversation

Bazen Çocukları Konuşturmak Çok Zor!: Okul Öncesi Eğitimde Karşılıklı Konuşmalara Yönelik Öğretmen Görüşleri

Abstract

Bu araştırmada okul öncesi öğretmenlerinin karşılıklı konuşma uygulamaları ve ihtiyaçları derinlemesine incelenmeye çalışılmıştır. Araştırmanın yönteminde nitel araştırma desenlerinden durum çalışması kullanılmıştır. Çalışma grubu Samsun ilinde görev yapan 10 okul öncesi öğretmeninden oluşmaktadır. Çalışma grubunu belirlemek için amaçlı örnekleme yöntemi türlerinden kartopu örnekleme kullanılmıştır. Veri toplama sürecinde öğretmenlerle yüz yüze yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Verilerin analizinde içerik analizi kullanılmıştır. Sonuç olarak bulgular; çocukların sözel etkileşim becerilerine ilişkin görüşler, öğretmen dili özelliklerine ilişkin görüşler, karşılıklı konuşmaları destekleyen çalışmalar, kelime bilgisini destekleyen çalışmalar ve mesleki gelişim ihtiyaçları temaları altında sunulmuştur. Öğretmenler çocukların sözel etkileşim becerilerinde geçmişe kıyasla değişimler olduğunu, çocukların ihtiyaçlarının çok çeşitli olduğunu, karşılıklı konuşmaları ve kelime bilgisini desteklemek için dil etkinliklerinde kullanılan yöntemlerden yararlandıklarını ve bu konuda eğitimlere ihtiyaç duyduklarını vurgulamıştır. Bulgulardan hareketle çocukların sözel etkileşim becerilerine yönelik bireysel farklılıkları temel alan bir desteğe ve öğretmenlerin ise bilimsel dayanaklı karşılıklı konuşma uygulamaları konusunda bir eğitime ihtiyacı olduğu söylenebilir.

Keywords

• Okul öncesi eğitimi
• sözel dil gelişimi
• öğretmen dili
• karşılıklı konuşma

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