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Erken Çocukluk Dönemi Sanat Eğitiminde Dijital Teknolojilerin Kullanımına İlişkin Yapılan Çalışmaların İncelenmesi

Year 2019, Volume 6, Issue 1, 32 - 38, 26.04.2019
https://doi.org/10.21020/husbfd.435417

Abstract

Erken çocukluk dönemi sanat eğitimi çalışmalarında dijital teknolojilerin kullanılmasının çocuklara kendilerini ifade etme ve daha bağımsız faaliyetler yapma konusundaki önemini araştırmaktır. Ancak yetişkinler çocuklarla yürüttükleri sanat etkinliklerinde dijital teknoloji yerine kağıt,boya, kalem gibi materyallerden yararlanmaktadırlar. Peki erken çocukluk dönemindeki çocuklar dijital teknoloji ile sanatın entegrasyonunu nasıl sağlamaktadırlar? Yapılan çalışmalarda; erken çocukluk döneminde dijital teknolojilerin genellikle müzik dinleme, hikaye dinleme ve resim yapma olarak kullanıldığı görülmektedir. Araştırma yurtdışında yapılan erken çocukluk dönemi sanat eğitiminde dijital teknolojilerin kullanılmasına ilişkin yapılan çalışmaların derlenmesi olarak yürütülmüştür. Araştırma sonuçları çocukların dijital teknolojiyi bağımsız ve etkili bir biçimde kullanabilmesi için belli süreçlerden geçtiği bu geçilen süreçlerin sonunda çocukların “uzman” statüsüne ulaşarak çalışmalarını bağımsız bir biçimde yaptıkları saptanmıştır.

References

  • Arnott, L. (2013). Are we allowed to blink? Young children’s leadership and ownership while mediating interactions around technologies. International Journal of Early Years Education, 21(1), 97–115.
  • Aubrey, C., & Dahl, S. (2008). A review of the evidence on the use of ICT in the early years foundation stage. Coventry, England: University of Warwick Early Childhood Research Unit.
  • Burnett, C. (2010). Technology and literacy in early childhood educational settings: A review of research. Journal of Early Childhood Literacy, 10(3), 247–270.
  • Chen, J. Q., & Chang, C. (2006). Using computers in early childhood classrooms teachers’ attitudes, skills and practices. Journal of Early Childhood Research, 4(2), 169–188.
Department for Education. (2012). Early years foundation stage. London, England: Author.
  • Edwards, S. (2013). Digital play in the early years: A contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum. European Early Childhood Education Research Journal, 21(2), 199–212.
  • Formby, S. (2014). Practitioner perspectives: Children’s use of technology in the early years. National Literacy Trust.
  • Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Maidenhead, England: Open University Press.
  • Lindahl, M. G., & Folkesson, A.-M. (2012). ICT in preschool: Friend or foe? The significance of norms in a changing practice. International Journal of Early Years Education, 20(4), 422–436.
  • Lynch, J., & Redpath, T. (2012, August). “Smart” technologies in early years literacy education: A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal of Early Childhood Literacy, 3, 1–28.
  • MacRae, C. (2011). Making Payton’s rocket: Heterotopia and lines of flight. International Journal of Art & Design Education, 30(1), 102–112.
  • Mona Sakr, Vince Connelly & Mary Wild (2016) “Evil Cats” and “Jelly Floods”: Young Children’s Collective Constructions of Digital Art Making in the Early Years Classroom, Journal of Research in Childhood Education, 30:1, 128-141.
  • National Association for the Education of Young Children. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through eight.
  • Plowman, L., & Stephen, C. (2005). Children, play, and computers in pre-school education. British Journal of Educational Technology, 36(2), 145–157.
  • Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children’s learning with technology at home and in preschool. Research Papers in Education, 25(1), 93–113.
  • Resnick, M. (2006). Computer as paint brush: Technology, play, and the creative society. In D. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 192–206). New York, NY: Oxford University Press.
  • Stephen, C., McPake, J., Plowman, L., & Berch-Heyman, S. (2008). Learning from the children: Exploring preschool children’s encounters with ICT at home. Journal of Early Childhood Research, 6(2), 99–117.

Using Digital Technologies in Early Childhood Art Education

Year 2019, Volume 6, Issue 1, 32 - 38, 26.04.2019
https://doi.org/10.21020/husbfd.435417

Abstract

Digital technologies have the potential to offer new opportunities for children’s expressive arts practices. Although adult expectations surround and shape children’s visual art making on paper in the early years class- room, such expectations are not so established in relation to digital art making. So how do children make sense of digital art making when it is newly introduced into the classroom? Interactions demonstrated that children’s digital art making was negotiated and constructed through particular processes. Three such processes are presented here: the use of collective motifs and metaphors, attributing “expert” status, and polarizing conflicts. Understanding these processes offers a starting point for thinking about how a new activity like digital art making can be integrated into the early years classroom and supported by practitioners. 

References

  • Arnott, L. (2013). Are we allowed to blink? Young children’s leadership and ownership while mediating interactions around technologies. International Journal of Early Years Education, 21(1), 97–115.
  • Aubrey, C., & Dahl, S. (2008). A review of the evidence on the use of ICT in the early years foundation stage. Coventry, England: University of Warwick Early Childhood Research Unit.
  • Burnett, C. (2010). Technology and literacy in early childhood educational settings: A review of research. Journal of Early Childhood Literacy, 10(3), 247–270.
  • Chen, J. Q., & Chang, C. (2006). Using computers in early childhood classrooms teachers’ attitudes, skills and practices. Journal of Early Childhood Research, 4(2), 169–188.
Department for Education. (2012). Early years foundation stage. London, England: Author.
  • Edwards, S. (2013). Digital play in the early years: A contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum. European Early Childhood Education Research Journal, 21(2), 199–212.
  • Formby, S. (2014). Practitioner perspectives: Children’s use of technology in the early years. National Literacy Trust.
  • Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Maidenhead, England: Open University Press.
  • Lindahl, M. G., & Folkesson, A.-M. (2012). ICT in preschool: Friend or foe? The significance of norms in a changing practice. International Journal of Early Years Education, 20(4), 422–436.
  • Lynch, J., & Redpath, T. (2012, August). “Smart” technologies in early years literacy education: A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal of Early Childhood Literacy, 3, 1–28.
  • MacRae, C. (2011). Making Payton’s rocket: Heterotopia and lines of flight. International Journal of Art & Design Education, 30(1), 102–112.
  • Mona Sakr, Vince Connelly & Mary Wild (2016) “Evil Cats” and “Jelly Floods”: Young Children’s Collective Constructions of Digital Art Making in the Early Years Classroom, Journal of Research in Childhood Education, 30:1, 128-141.
  • National Association for the Education of Young Children. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through eight.
  • Plowman, L., & Stephen, C. (2005). Children, play, and computers in pre-school education. British Journal of Educational Technology, 36(2), 145–157.
  • Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children’s learning with technology at home and in preschool. Research Papers in Education, 25(1), 93–113.
  • Resnick, M. (2006). Computer as paint brush: Technology, play, and the creative society. In D. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 192–206). New York, NY: Oxford University Press.
  • Stephen, C., McPake, J., Plowman, L., & Berch-Heyman, S. (2008). Learning from the children: Exploring preschool children’s encounters with ICT at home. Journal of Early Childhood Research, 6(2), 99–117.

Details

Primary Language Turkish
Subjects Health Care Sciences and Services
Journal Section Articles
Authors

Ayşenur NAZİK (Primary Author)
BARTIN ÜNİVERSİTESİ, SAĞLIK HİZMETLERİ MESLEK YÜKSEKOKULU, ÇOCUK BAKIMI VE GENÇLİK HİZMETLERİ BÖLÜMÜ
Türkiye


Zeynep ÇETİN
HACETTEPE ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ
Türkiye

Publication Date April 26, 2019
Application Date June 21, 2018
Acceptance Date March 11, 2019
Published in Issue Year 2019, Volume 6, Issue 1

Cite

APA Nazik, A. & Çetin, Z. (2019). Erken Çocukluk Dönemi Sanat Eğitiminde Dijital Teknolojilerin Kullanımına İlişkin Yapılan Çalışmaların İncelenmesi . Hacettepe University Faculty of Health Sciences Journal , 6 (1) , 32-38 . DOI: 10.21020/husbfd.435417