Amerikan Head Start Okul Öncesi Öğretmenleri Bireyselleştirilmiş Fonemik Farkındalık Koçluğu

Year 2019, Volume: 9 Issue: 2, 291 - 309, 31.12.2019

Ahmet Simsar , Sara Beth Tours , Lauren Denny

https://doi.org/10.17984/adyuebd.532495

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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