Okul Öncesi Öğretmenlerinin Yaşam Becerilerine İlişkin Görüş ve Uygulamalarının İncelenmesi

Year 2023, Volume: 25 Issue: 2, 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

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