Amerikan Head Start Okul Öncesi Öğretmenleri Bireyselleştirilmiş Fonemik Farkındalık Koçluğu

Abstract

Okul öncesi dönemde fonemik farkındalık eğitimi, çocukların ilköğretimde daha iyi okuyucular olmasına yardımcı olabilir. Ancak, bu konuda Amerika’daki okul öncesi eğitimin kalitesinde tutarlılık görünmemektedir. Özellikle, Head Start programlarında olan çocuklar okuma başarısızlığı “risk altında” ve okul başarısı için fonemik farkındalık becerilerine daha da ihtiyaç duyabilmektedirler. Bu çalışma Batı Pensilvanya’daki bir Head Start okul öncesi programında bulunan üç okul öncesi öğretmeni için, iPad ve ShowMe programını kullanarak fonemik farkındalık koçluğunu araştırdı. Öğretmenler haftalık fonemik farkındalık koçluğu eğitimleri aldı ve ardından öğrencilere öğrettikleri dersi kaydetti ve hafta sonunda derslerin bir yansımasını verdiler. Çeşitli eğitim ve deneyim seviyelerine sahip üç öğretmenin süreç içerisinde fonemik farkındalık sürekliliğinin en az karmaşık seviyesinde öğretmesi mümkün olmuştur. Ayrıca üç öğretmenden ikisinin fonemik farkındalık sürekliliğinin daha karmaşık seviyelerine ulaşmıştır. Bu bulgular Amerika’daki okul öncesi öğretmenleri için fonemik farkındalık konusunda daha profesyonel gelişime ihtiyaç duyulduğunu göstermektedir

Keywords

• Koçluk,fonemik farkındalık,okul öncesi öğretmenleri,ipad'ler,Head Start,öncesi eğitim

American Head Start Preschool Teachers Individualized Phonemic Awareness Coaching

Abstract

Phonemic Awareness instruction in the preschool setting can help children become better readers in elementary school. Yet, within the United States there is no consistency in the quality of the instruction within preschool in this topic. Especially, children who are in Head Start programs are “at risk” for reading failure and may need phonemic awareness skills even more for school success. This study explored three preschool teachers in a Head Start preschool in Western Pennsylvania through phonemic awareness coaching via an iPad on an app called ShowMe. Teachers received weekly phonemic awareness coaching sessions and were then to record a lesson they taught to their students and give a reflection of the lessons at the end of the week. All three teachers (with varying educational and experience levels) were able to teach at the least complex level of the phonemic awareness continuum. While two of the three teachers were able to achieve more complex levels of the phonemic awareness continuum. These findings are critical and show a need to have more professional development on phonemic awareness for preschool teachers within the United States.   

Keywords

• Coaching,phonemic awareness,preschool teachers,ipads,head start,preschool education

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