Hepimiz Gezdik, Hepimiz Öğrendik: Erken Çocukluk Eğitiminde Sanal Alan Gezileri

Year 2023, Volume: 7 Issue: 4, 883 - 905, 23.10.2023

Ümran Alan

https://doi.org/10.34056/aujef.1346279

Abstract

Erken çocukluk eğitiminin temel bir ögesi olan alan gezileri çocuklar için oldukça zengin öğrenme deneyimlerinin yaşandığı etkinliklerdir. Ancak güvenlik, izin süreçleri, gezi masrafları, ailelerin yaklaşımı gibi etmenlerin erken çocukluk eğitiminde alan gezilerin gerçekleştirilmesinde öğretmenleri sınırlandırdığı bilinmektedir. Bunlara ek olarak pandemi gibi hareketliliğin kısıtlandığı dönemlerde alan gezilerini gerçekleştirmek imkânsız hale gelmektedir. Sanal alan gezileri geleneksel alan gezilerini sınırlandıran söz konusu engelleri ortadan kaldırmak için bir çözüm yolu olarak değerlendirilmektedir. Ancak sanal alan gezilerinin erken çocukluk eğitiminde uygulanmasına ilişkin literatürde önemli bir boşluk bulunmaktadır. Bu iki noktadan hareketle bu araştırmada okul öncesi dönem çocuklarının ve ebeveynlerinin sanal alan gezilerine ilişkin deneyimlerinin incelenmesi amaçlanmaktadır. Yorumlayıcı nitel araştırma olarak tasarlanan çalışmada bir ilkokula bağlı anasınıfına devam eden 7 çocuk ve ebeveynleri yer almıştır. Araştırma kapsamında farklı destinasyonlara 5 sanal alan gezisi düzenlenmiş ve çocukların ve ebeveynlerinin deneyimleri incelenmiştir. Bu inceleme sonucunda sanal alan gezilerinin çocuklar ve aileler açısından çıktıları, etkililiğini artıran faktörler, avantajları ve dezavantajları ortaya koyulmuştur.

Keywords

Erken çocukluk eğitimi, okul öncesi eğitim, sanal alan gezileri, COVID-19, yorumlayıcı nitel araştırma

Supporting Institution

Anadolu Üniversitesi

Project Number

2207E122

Thanks

Araştırmaya verdiği destekten ötürü Anadolu Üniversitesi Bilimsel Araştırma Projeleri Komisyonu'na teşekkür ederim.

We’ve All Traveled, We’ve All Learnt: Virtual Field Trips in Early Childhood Education

Abstract

Field trips, which are a fundamental element of early childhood education, are activities that provide rich learning experiences for children. However, while planning these activities, factors such as security, permission processes, costs, and the attitudes of families bother early childhood teachers. In addition, it becomes impossible to conduct field trips during periods when mobility is restricted, such as the pandemic. Virtual field trips are considered a solution to eliminate these obstacles that limit traditional field trips. However, there is a significant gap in the literature regarding the implementation of virtual field trips in early childhood education. Based on these two points, this study aims to examine the experiences of kindergarten children and their parents regarding virtual field trips. The study, which was designed as an interpretive qualitative study, included 7 children attending kindergarten within the body of a primary school and their parents. Within the scope of the research, 5 virtual field trips were organized to different destinations, and the experiences of children and their parents were examined. As a result of this analysis, the outcomes of virtual field trips for children and families, factors that increase their effectiveness, and advantages and disadvantages of virtual field trips were revealed.

Keywords

Early chidlhood education, preschool education, virtual field trips, COVID-19, interpretive qualitative study

Project Number

2207E122

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