Okul Öncesi Öğretmenlerinin Yaşam Becerilerine İlişkin Görüş ve Uygulamalarının İncelenmesi

Year 2023, , 237 - 251, 29.06.2023

Tülay İlhan İyi , Aysel Esen Çoban

https://doi.org/10.17556/erziefd.1199092

Abstract

Bu çalışmada okul öncesi öğretmenlerinin yaşam becerilerinin kazandırılmasına ilişkin görüş ve uygulamalarının incelenmesi amaçlanmıştır. Çalışmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. MEB’e bağlı bağımsız anaokullarında görev yapan 24 öğretmen çalışma grubunu oluşturmaktadır. Veriler, araştırmacılar tarafından geliştirilen Yaşam Becerileri Görüşme Formu ile toplanmış ve içerik analizi ile analiz edilmiştir. Bulgular incelendiğinde, öğretmenlerin yaşam becerilerine ilişkin literatürle tutarlı tanımlamalar yaptıkları ve bu becerilerin okul öncesi dönem çocuklarına kazandırılmasını gerekli ve önemli buldukları belirlenmiştir. Ayrıca öğretmenlerin çoğunluğu yaşam becerilerini çocuklara kazandırma konusunda kendilerini yeterli hissettiklerini ancak bu konuda bir eğitim verilirse katılmak isteyeceklerini ifade etmişlerdir. Buna ek olarak, çalışma grubunun çoğunluğu MEB 2013 Okul Öncesi Eğitim Programını yaşam becerilerinin kazandırılması açısından yetersiz bulduğunu belirtmiştir. Öğretmenlerin yaşam becerilerine ilişkin uygulamaları incelendiğinde ise çocukların yaşam becerilerini desteklemek için farklı yöntem ve teknikleri kullandıkları ve bu becerileri etkinlikler ve rutinler aracılığıyla eğitim sürecine dâhil ettikleri saptanmıştır. Diğer taraftan, yaşam becerilerini çocuklara kazandırırken aile, materyal-ortam ve çocuk kaynaklı bazı zorluklarla karşılaştıkları ortaya konmuştur.

Keywords

Yaşam becerileri, yaşam becerilerinin kazandırılması, okul öncesi dönem

Examination of Preschool Teachers' Views and Practices on Life Skills

Abstract

This study aims to examine the views and practices of preschool teachers regarding developing children’s life skills. Case study, one of the qualitative research designs, was used in the study. 24 teachers working in independent kindergartens affiliated to the Ministry of National Education (MoNE) constitute the study group. The data were collected through the Life Skills Interview Form developed by the researchers and analyzed by content analysis. When the findings were examined, it was determined that teachers made theoretically correct definitions of life skills and found it necessary and important to develop these skills in the preschool period. In addition, the majority of the teachers stated that they felt competent about developing children’s life skills, but they would like to participate in trainings on this subject. In addition, the majority of the study group stated that the MoNE Preschool Education Program should be revised in terms of developing children’s life skills. When the teachers' practices related to life skills are examined, it has been determined that teachers use different teaching methods and techniques to support children’s life skills and include these skills in the educational process through activities and routines. On the other hand, it has been revealed that teachers encounter some difficulties originating from family, material-environment and children while developing children’s life skills.

Keywords

Life skills, developing life skills, preschool period, preschool teachers

References

• Amutha, S., & Ramganesh, E. (2013). Efficiency of teacher educators through life skill building. International Journal of Management and Development Studies, 2(3), 13-18.
• Andersson, E. (2019). Teachers’ attitudes affect students: a study of swedish primary school teachers’ attitudes towards CLIL [Unpublished student thesis]. University of Gavle.
• Arastaman, G., Öztürk Fidan, İ., ve Fidan, T. (2018). Nitel araştırmada geçerlik ve güvenirlik: kuramsal bir inceleme. YYÜ Eğitim Fakültesi Dergisi, 15(1), 37-75. https://doi.org/10.23891/efdyyu.2018.61
• Branje, S., & Koper, N. (2018). Psychosocial Development. M.H. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development (s.1772-1774). SAGE Publications.
• Calp, Ş., ve Edis, A. (2020). Sınıf öğretmenlerinin yaşam becerileriyle ilgili bilgi ve deneyimleri. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 10(2), 549-565. https://doi.org/10.30783/nevsosbilen.748564
• Campbell-Heider, N., Tuttle, J., & Knapp, T. R. (2009). CE Feature: The effect of positive adolescent life skills training on long term outcomes for high-risk teens. Journal of Addictions Nursing, 20(1), 6–15. https://doi.org/10.1080/10884600802693165
• Creswell, J.W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (3. baskı). (M. Bütün ve S.B. Demir, Çev.). Siyasal Kitabevi.
• Damle, A. (2013). Emotional Intelligence as a function of overall adjustment (life skills) in adolescents. Indian Streams Research Journal, 3(5).
• Eissa Saad, M.A. (2018). The effectiveness of a life skills training based on the response to intervention model on improving functional communication skills in children with autism. Journal of Psycho-Educational Sciences, 7(3), 56-61.
• Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96, 130. https://doi.org/10.1037/0022-0663.96.1.130
• Faddar, J., Vanhoof, J., & De Maeyer, S. (2018). School self-evaluation or self-deception? The impact of motivation and socially desirable responding on self-evaluation results. School Effectiveness and School Improvement, 29(4), 660-678. https://doi.org/10.1080/09243453.2018.1504802
• Francis, A. (2019). Teachers’ and students’ attitude on effective teaching of life skills education in secondary schools. East African Scholars Journal of Education, Humanities and Literature, 2(5), 272-279.
• Garcia, M. H., Pence, A., & Evans, J. L. (2008). Africa's future, Africa's challenge: Early childhood care and development in Sub-Saharan Africa.World Bank Publications. https://openknowledge.worldbank.org/handle/10986/6365
• Gatumu, J.C., & Kathuri, W. N. (2018). An exploration of life skills programme on preschool children in Embu West, Kenya. Journal of Curriculum and Teaching, 7 (1), 1-6. https://doi.org/10.5430/jct.v7n1p1
• Gazda, G., M., Ginter, E. J., & Horne, A. M. (2001). Group counseling and group psychotherapy: Theory and application. Allyn and Bacon.
• Glaser, R. (1976). Components of a psychology of instruction: Toward a science of design. Review of Educational Research, 46(1), 1-24. https://doi.org/10.2307/1169916
• Hanley, G. P., Heal, N. A., Tiger, J. H., & Ingvarson, E. T. (2007). Evaluation of a class wide teaching program for developing preschool life skills. Journal of Applied Behavior Analysis,40(2), 277-300. https://doi.org/10.1901/jaba.2007.57-06
• Jamali, S., Sabokdast S., Sharif Nia H., Goudarzian A.H., Beik S., & Allen K.A. (2016). The Effect of Life Skills Training on Mental Health of Iranian Middle School Students: A Preliminary Study. Iranian Journal of Psychiatry, 11(4), 269-272.
• Jayachithra, J. (2020). Awareness on life skills among prospective teachers. Journal of Emerging Technologies and Innovative Research, 7(2), 1229-1231.
• Jegede, O., & Taplin, M. (2000). Trainee teachers’ perception of their knowledge about expert teaching. Educational Research, 42(3), 287-308. https://doi.org/10.1080/001318800440614
• Kaufman, K.J. (2013). 21 Ways to 21st century skills: Why students need them and ideas for practical implementation. Kappa Delta Pi Record, 49(2), 78-83. https://doi.org/10.1080/00228958.2013.786594
• Kanyılmaz, M. B. (2018). Sınıf öğretmenlerinin fen bilimleri dersi öğretim programında yer alan yaşam becerilerinin öğrencilere kazandırılmasına yönelik yaklaşımlarının değerlendirilmesi [Yayınlanmamış yüksek lisans tezi]. Kocaeli Üniversitesi.
• Kaya, İ., ve Deniz, M.E. (2020). The effects of life skills education program on problem behaviors and social skills of 4-year-old preschoolers. Ilkogretim Online-Elementary Education Online, 19(2), 612-623. https://doi.org/10.17051/ilkonline.2020.692983
• Khatoon, S. (2018). Developing life skills approach in the teaching-learning process based on Johari Window Model: Dealing with change. The Research Journal of Social Sciences, 9(6), 65-75.
• Lam, T. C. M., & Bengo, P. (2003). A comparison of three retrospective self-reporting methods of measuring change in instructional practice. American Journal of Evaluation, 24(1), 65-80. https://doi.org/10.1177/109821400302400106
• Lolaty, H.A., Ghahari, S., Tirgari, A., & Fard, J.H. (2012). The effect of life skills training on emotional intelligence of the medical sciences students in Iran. Indian Journal of Psychological Medicine, 34(4), 350-354. https://doi.org/10.4103/0253-7176.108217
• Millî Eğitim Bakanlığı (2013). Okul öncesi eğitim programı. MEB Temel Eğitim Genel Müdürlüğü. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=652
• Menrath, I., Mueller-Godeffroy, E., Pruessmann, C., Ravens-Sieberer, U., Ottova, V., Pruessmann, M. et al. (2012). Evaluation of school-based life skills programmes in a high-risk sample: A controlled longitudinal multi-centre study. Journal of Public Health, 20(2), 159–170. https://doi.org/10.1007/s10389-011-0468-5
• Martin, K., Nelson, J., & Lynch, S. (2013). Effectiveness of school- based life-skills and alcohol education programmes: A review of the literature. National Foundation for Educational Research. https://www.nfer.ac.uk/publications/AETT01/AETT01.pdf
• Mishal, A.H. (2016). A study of effectiveness of life skill training of training programme on self- esteem of teacher trainees at B.Ed. level: Pilot study. Educational Research Association, The International Journal of Research in Teacher Education,7(2), 9-17.
• Mohammadi A. (2011). Survey the effects of life skills training on Tabriz high school student's satisfaction of life. Procedia Social and Behavioral Sciences, 30, 1843-1845. https://doi.org/10.1016/j.sbspro.2011.10.356
• Mupa, P., & Chinooneka, T.I. (2015). Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence? Journal of Education and Practice, 6(19), 125-133.
• Murthy, C.G.V. (2016). Issues, problems and possibilities of life skills education for school going adolescents. The International Journal of Indian Psychology, 3(3), 56-76.https://doi.org/10.25215/0303.196
• Ndikumwami, M. (2013). Investigation of challenges that face teachers in improving teaching Performance in Primary Schools: A case study of Dodoma Municipal Council [Unpublished master thesis]. University of Tanzania.
• Nivedita & Budh Singh (2016). Life skills education: Needs and strategies. Scholarly Research Journal for Humanity Science & English Language, 3(16), 3800-3806.
• Ojo, O. J. (2018). Teachers’ professional attitudes and students’ academic performance in secondary schools in Ilorin Metropolis of Kwara State. eJournal of Education Policy, 1-8.
• Özata Yücel, E., ve Kanyılmaz, B. M. (2018). Fen bilimleri dersi öğretim programında yer alan yaşam becerilerinin ilkokul öğrencilerine kazandırılmasına yönelik öğretmen görüşlerinin değerlendirilmesi. Eğitimde Nitel Araştırmalar Dergisi, 6(3), 10-33. https://doi.org/10.14689/issn.2148-2624.1.6c3s.1m
• Patton, M.Q. (2002). Qualitative research and evaluation methods (3. baskı). Sage Publications. Rezayat F., & Dehghan Nayeri, N. (2013). Self-efficacy after life skills training: A case- control study. Nursing and Midwifery Studies, 2(4), 83-88. https://doi.org/10.5812/nms.11691
• Sahu, K., & Gupta, D. (2013). Life skills and mental health. Indian Journal of Health and Wellbeing, 4(1), 76-79. https://doi.org/10.25215/0602.075
• Shala, M. (2009). Assessing gross motor skills of Kosovar preschool children. Early Child Development and Care, 179(7), 969-976. https://doi.org/10.1080/03004430701667452
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
• Singh, M. (2003). Understanding life skills. (Report No. 2003/4). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000146963
• Smith, D. M. (1993). Pre-service elementary teachers' attitude toward Mathematics and the teaching of the Mathematics in a constructivist classroom. [Unpublished doctoral dissertation]. Oklahoma State University.
• Sreehari, R., Juble, V., & Joseph, T.R. (2018). Effect of life skills training on fear of negative evaluation and self-image among school adolescents. Indian Journal of Positive Psychology, 9(1), 193-195. https://doi.org/10.15614/ijpp.v9i01.11771
• Suresh, V., & Subramoniam, V. (2015). Life skills education in school setting. International Journal of English Language Literature and Humanities, 3(5), 2321-7065.
• Topçu Bilir, Z. (2019). Yaşam becerileri programının beş yaş çocuklarının yaşam becerileri, benlik algıları ve sosyal duygusal uyum düzeylerine etkisi [Yayınlanmamış doktora tezi]. Hacettepe Üniversitesi.
• Turner-Bisset, R. (1999). The knowledge bases of the expert teacher. British Educational Research Journal, 25, 39-55.
• United Nations Children’s Fund. (2019a, February). Basic life skills course. Facilitator’s manual. Ministry of Youth and Sport of the Republic of Azerbaijan & UNICEF Azerbaijan. https://www.unicef.org/azerbaijan/media/2776/file/Basic%20Life%20Skills%20Course%20Fcilitator%E2%80%99s%20Manual.pdf
• United Nations Children’s Fund. (2019b, July). Comprehensive life skills framework: Rights based and life cycle approach to building skills for empowermentt UNICEF India. https://www.unicef.org/india/reports/comprehensive-life-skills-framework
• Wasik, B., & Hindman, A. (2011). Handbook of early literacy research. S.B. Neuman & D. K. Dickinson (Eds.), Identifying critical components of an effective preschool language and literacy coaching intervention (s. 322–336). Guilford Press.
• World Health Organization. (‎1996)‎. Life skills education: Planning for research. WHO Geneva. https://apps.who.int/iris/bitstream/handle/10665/338491/MNH-PSF-96.2.Rev.1-eng.pdf
• World Health Organization. (‎2001, June)‎. Regional framework for introducing lifeskills education to promote the health of adolescents. WHO Regional Office for South-East Asia. https://apps.who.int/iris/handle/10665/205749
• Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı). Seçkin Yayıncılık. Zerbe, W. J., & Paulhus, D.L. (1987). Socially desirable responding in organizational behavior: A reconception. Academy of Management Journal, 12 (2), 250-264. https://doi.org/10.2307/258533