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Collage and Paper Art Activities and Preschool Children’s Reading and Writing Readiness

Year 2015, Volume: 2 Issue: 1, 39 - 50, 11.05.2015

Abstract

Purpose: Collage is a primary artistic activity in preschool. Collage and paper art are very important to children in this period because art helps them to develop their reasoning, creative, imaginative, and problem solving skills. Doing art enhances their motor skills, hand and eye coordination, and helps them to make cognitive advances such as learning proportions. Moreover, as a form of art it enables children to express their feelings, thoughts and wishes freely with voices, drawings and movements.

Material and Method: This study collected data by reviewing the literature on preschoolers and collage and paper art and considering current approaches to collage and paper art in preschool educational institutions in our country, in particular, as an important first step in learning how to read and write.

Results: After collecting the data, recommendations were made for educators for using collage and paper art activities as a springboard to reading and writing readiness.

Keywords

Preschool, art education, paper collage, reading, writing, readiness

References

  • Ahmetoğlu, E., Ercan, Z.G., & Aral, N. (2011). Examining mother’s opinion about their children’s school maturity which training preschool education. 2. International Conference on New Trends in Education and Their Implications 27-29: 1158-1167.
  • Akan, D. (2008). Teaching the subject of fraction with origami at 6. class of primary education. Unpublished Master Thesis, Institute of Technology Sciences, Ataturk University,
  • Akbaba, Altun, S., Simşek, Cetin, O., & Bay, N. (2014). The teacher’s opinion about the studies of reading and writing. Uşak University Social Sciences Journal, 7(1): 244-263. Doi: http://dx.doi.org/10.12780/UUSBD281
  • Alisinanoğlu, F., & Şimsek, O. (2012). Examining the effect of preparation to reading writing studies on preschool children’s preparation skills about writing. Journal of Pegem Education and Instruction, 2(2): 2-12.
  • Arı, M. (2003). The importance of early childhood education and quality in Turkey, development on the term of early childhood and new approaches on education. (Ed. M. Sevinç), Morpa Kultur Publishing, İstanbul.
  • Arıkök, İ. (2001). Examining the effect of visual-preception education on school maturity at the children of five-six aged. Master Thesis, Gazi University, Ankara, 106.
  • Artut, K. (2004). Art education at preschool. Ankara: Anı Publishing, 2.
  • Barbour, N. T. (1992). Early childhood and curriculum. New York, 122: 125-129.
  • Başal, M., & Batu, S. (2002). Sub special education teacher’s opinion and suggestion about teaching mental disorder students to reading and writing. Ankara University Faculty of Education Special Education Journal, 3(2): 85-98. Doi:10.1501/Ozlegt_0000000067
  • Beery, K.E., & Beery, N.A. (2004). Beery VMI developmental teaching activities, visual-motor integration. NCS Pearson, Inc, U.S.A., 157.
  • Bumin, G. (1998). Comparison of individual and group sense-percept-motor treatment methods on the serebral palcy children. Unpublished Ph.D. Thesis, Hacettepe University, Ankara, 72.
  • Canadas, M., Molina, M., Gallardo, S., Martinez, M. & Penas, M. (2010). Let’s teach geometry, mathematics teaching, 21: 32-37.
  • Coşkun, E. (2013). Instruction of Turkish in primary school and writing. (Editörler: A. Kırkkılıç ve H. Akyol), Ankara, Pegem Academy, pp. 49-91.
  • Cakmak, S. (2009). An investigation of the effect of origami-based instruction on elementary students’ spatial ability in mathematics. Master Thesis, Middle East Technical University, Institute of Social Sciences, Ankara, pp. 1-90.
  • Dankert, H.L., Davies, P.L., & Gavin, W.J. (2003). Occupational therapy effects on visual-motor skills in preschool. The American Journal of Occupational Therapy, 57(5): 542-549. Doi: 10.5014/ajot.57.5.542
  • Ergun, A. (1995). Examining the sense-perception-motor functions on hemiplegia patients. Master Thesis. Hacettepe University, Ankara, 76.
  • Deliveli, K. (2012). A special method on instruction reading and writing: Audio-centered language teaching method. E-Journal of New World Sciences Academy, 7(1): 62-78.
  • Diğler, M. (2012). Art education on preschool. Ankara: Pegem Akademy, 176.
  • Erktin, E., Aydan, Ö., & Balcı, N. (2011). The ‘Paper folding’ project on mathematics classes in primary school. EDU7, 1(1): 1-8.
  • Ferah, A. (2001). The first of Turkish reading –writing with all respect. Istanbul: MEB Publishing.
  • Fogo, L. J. (2008). Writing in preschool. Unpublished Ph.D. Thesis. Indiana: Purdue University, pp. 13.
  • Haga, K. (2008). Origamics mathematical explorations through paper folding. Publisher: Hackensack, NJ (u.a) World Scentific. (Access Date: 07.05.2014)
  • Havens M. C. (2002). Emergent writing in preschool. Unpublished doctoral thesis. New Jersey:The State University of New Jersey, pp. 1-4.
  • Ho G. Origami & Mental Health Therapy Web page (www.geocities.com/paper_folding) (05.12.2014).
  • Kanade, T. (1980). A theory of origami world. Artificial intelligence. 13(3): 279- 311.
  • Kaymak, S. (1995). Pay attention activities with five aged of children which at day nursery. Unpublished Master Thesis, Ankara University, Institute of Social Sciences, 16.
  • Kılıcarslan, F. (1997). Situation of preschool children’s preparing to reading ability which represent different socio-economic level. Master Thesis. Hacettepe University, Institute of Social Sciences, Ankara, pp. 20-100.
  • Koç, E. (2002). Preparing a programme model about development of visual perception abilities and examination development of visual perception’s effect on preschool children. Unpublished Master Thesis, Gazi University, Institute of Education Sciences, Ankara, pp. 90.
  • Krier, J.,L. (2007). Mathematics and origami: The ancient arts unite, http://math.uttyler.edu/ (Access Date: 13.05.2014).
  • Levenson, G. (2002). The educational benefits of origami (www.sadako.com/edbens.html).
  • Longcamp, M., Zerbato-Poudou M. T., & Velay J. L. (2005). The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica, 119: 67–79.
  • Love, H.D., & Litton. F.W. (1994). Teaching reading to disabled and handicapped learners. Illinois: Charles C. Thomas Publisher.
  • Marr, D., Windsor, M.M., & Cemark, S. (2001). Handwriting readiness: Locatives and visual motor skills in the kindergarten year. Early Childhood Research and Practise 3(1): 1-16.
  • M.E.B. (2001). The education programme on primary school children which have middle profile of learning disabled. Ankara: National Education Printing Office.
  • M.E.B. (2011). Class of 5 mathematics matchmaker book on primary school. Ankara, 2: 36.
  • Megep, (2013). Child development and education, preparing to reading and writing. M.E.B. Ankara.
  • Morrison, G. (1998). Early childhood education today. Columbus, Texas: Merril an Impirint of Prentice Hall, 7.
  • Oelwein, P.L. (1995). Teaching reading to children with down syndrome. Bethesda, MD; Woodbine House, Inc.
  • Oktay, A. (2005). Exchanges which occur when reaching to the 21. Century and Early Childhood Education. Morpa Culture Publishing, pp. 18-30.
  • Özalp, K. H. (2012). Condition study on 5-6 aged of children’s art activities which based on Çasey’s application. Journal of Idil, 1(5): 134-146. Doi: 10.7816/idil-01-05-09
  • Parlakyıldız, B. & Yıldızbaş, F. (2004). Evaluation of teacher’s opinions and applications about preparing to reading and writing works on preschool education. National Sciences Council, Inönü University Faculty of Education, Malatya, pp. 1-12.
  • Piaget, J. (2004). Mental development on child. (Tra: H. Portakal), Istanbul Cem Psychology, pp. 2.
  • Polat, S. (2013). Learning Mathematics with origami. Mustafa Kemal University Social Sciences Journal. 10(21), 15-27. Doi: http://sbed.mku.edu.tr/article/view/1038000004
  • Raatz, U., & Möhling, R. (1971). Frankfurter tests für funfjahrige, konzentration (FTF-K). Weinheim: Beltz.
  • San, I. Et al. (2001). Creativity on preschool. Tc. Anadolu University Publishing, 2199, Preschool Teaching Licence Programme.
  • Sill, Jessica, E. (2009). Blended-art at the kindergarten level. Master Thesis, Science in education. ABD: Dominican University of California.
  • Stanchfield, J.M. (1971). The development of pre-reading skills in experimental kindergarten program. The Elementary School Journal, 71(8): 438-447. Doi: 10.2307/1000871
  • Somer, O. (1988). A study about Bender Gestalt Visul-Motor Perception Test for children. Unpublished Doctoral Thesis, Ege University, 102.
  • Swann, A. (2005). The role of media and emerging representation in early childhood. Art Education, 58(4): 41-47.
  • Tuğrul, B., & Kavici, M. (2002). The art of origami paper folding and Learning. Pamukkale University Faculty of Education Journal, 1(11): 1-17.
  • Oelwein, P.L. (1995). Teaching reading to children with down syndrome. Bethesda, MD; Woodbine House, Inc.
  • Uysal, A. (2005). The art education’s effect on creativity which is trained in primary school. Journal of Gazi University Kırsehir Education Faculty, 6(1): 41-47.
  • Uzmen, S. (2003). Preschool child literature and creativity, creativity on child and drama. (Ed: A. Ozturk). Anadolu University Publishing, Eskisehir, 798: 49-64.
  • Wifred, R. (1993). Growth and development of young child, New York, pp. 12-39.
  • Vander, Zanden J.W. (1997). Human development sixth edition McGraw-Hill Inc. pp: 112,113.
  • Vygotsky, L.S. (1962). Thought and language. MIT Press, Cambridge, Mass.
  • Yangın, B. (2007). The six aged of children’s position of prepared situation about learning to writing ability on preschool education institutes. Hacettepe University Faculty of Education Journal, 32: 294-305. Yin, S. (2009). The mathematics of origami, www.math.washington.edu. (Access Date: 12.05. 2014)

Collage and Paper Art Activities and Preschool Children’s Reading and Writing Readiness

Year 2015, Volume: 2 Issue: 1, 39 - 50, 11.05.2015

Abstract

Purpose: Collage is a primary artistic activity in preschool. Collage and paper art are very important to children in this period because art helps them to develop their reasoning, creative, imaginative, and problem solving skills. Doing art enhances their motor skills, hand and eye coordination, and helps them to make cognitive advances such as learning proportions. Moreover, as a form of art it enables children to express their feelings, thoughts and wishes freely with voices, drawings and movements.

Material and Method: This study collected data by reviewing the literature on preschoolers and collage and paper art and considering current approaches to collage and paper art in preschool educational institutions in our country, in particular, as an important first step in learning how to read and write.

Results: After collecting the data, recommendations were made for educators for using collage and paper art activities as a springboard to reading and writing readiness.

Keywords

Preschool, art education, paper collage, reading, writing, readiness

References

  • Ahmetoğlu, E., Ercan, Z.G., & Aral, N. (2011). Examining mother’s opinion about their children’s school maturity which training preschool education. 2. International Conference on New Trends in Education and Their Implications 27-29: 1158-1167.
  • Akan, D. (2008). Teaching the subject of fraction with origami at 6. class of primary education. Unpublished Master Thesis, Institute of Technology Sciences, Ataturk University,
  • Akbaba, Altun, S., Simşek, Cetin, O., & Bay, N. (2014). The teacher’s opinion about the studies of reading and writing. Uşak University Social Sciences Journal, 7(1): 244-263. Doi: http://dx.doi.org/10.12780/UUSBD281
  • Alisinanoğlu, F., & Şimsek, O. (2012). Examining the effect of preparation to reading writing studies on preschool children’s preparation skills about writing. Journal of Pegem Education and Instruction, 2(2): 2-12.
  • Arı, M. (2003). The importance of early childhood education and quality in Turkey, development on the term of early childhood and new approaches on education. (Ed. M. Sevinç), Morpa Kultur Publishing, İstanbul.
  • Arıkök, İ. (2001). Examining the effect of visual-preception education on school maturity at the children of five-six aged. Master Thesis, Gazi University, Ankara, 106.
  • Artut, K. (2004). Art education at preschool. Ankara: Anı Publishing, 2.
  • Barbour, N. T. (1992). Early childhood and curriculum. New York, 122: 125-129.
  • Başal, M., & Batu, S. (2002). Sub special education teacher’s opinion and suggestion about teaching mental disorder students to reading and writing. Ankara University Faculty of Education Special Education Journal, 3(2): 85-98. Doi:10.1501/Ozlegt_0000000067
  • Beery, K.E., & Beery, N.A. (2004). Beery VMI developmental teaching activities, visual-motor integration. NCS Pearson, Inc, U.S.A., 157.
  • Bumin, G. (1998). Comparison of individual and group sense-percept-motor treatment methods on the serebral palcy children. Unpublished Ph.D. Thesis, Hacettepe University, Ankara, 72.
  • Canadas, M., Molina, M., Gallardo, S., Martinez, M. & Penas, M. (2010). Let’s teach geometry, mathematics teaching, 21: 32-37.
  • Coşkun, E. (2013). Instruction of Turkish in primary school and writing. (Editörler: A. Kırkkılıç ve H. Akyol), Ankara, Pegem Academy, pp. 49-91.
  • Cakmak, S. (2009). An investigation of the effect of origami-based instruction on elementary students’ spatial ability in mathematics. Master Thesis, Middle East Technical University, Institute of Social Sciences, Ankara, pp. 1-90.
  • Dankert, H.L., Davies, P.L., & Gavin, W.J. (2003). Occupational therapy effects on visual-motor skills in preschool. The American Journal of Occupational Therapy, 57(5): 542-549. Doi: 10.5014/ajot.57.5.542
  • Ergun, A. (1995). Examining the sense-perception-motor functions on hemiplegia patients. Master Thesis. Hacettepe University, Ankara, 76.
  • Deliveli, K. (2012). A special method on instruction reading and writing: Audio-centered language teaching method. E-Journal of New World Sciences Academy, 7(1): 62-78.
  • Diğler, M. (2012). Art education on preschool. Ankara: Pegem Akademy, 176.
  • Erktin, E., Aydan, Ö., & Balcı, N. (2011). The ‘Paper folding’ project on mathematics classes in primary school. EDU7, 1(1): 1-8.
  • Ferah, A. (2001). The first of Turkish reading –writing with all respect. Istanbul: MEB Publishing.
  • Fogo, L. J. (2008). Writing in preschool. Unpublished Ph.D. Thesis. Indiana: Purdue University, pp. 13.
  • Haga, K. (2008). Origamics mathematical explorations through paper folding. Publisher: Hackensack, NJ (u.a) World Scentific. (Access Date: 07.05.2014)
  • Havens M. C. (2002). Emergent writing in preschool. Unpublished doctoral thesis. New Jersey:The State University of New Jersey, pp. 1-4.
  • Ho G. Origami & Mental Health Therapy Web page (www.geocities.com/paper_folding) (05.12.2014).
  • Kanade, T. (1980). A theory of origami world. Artificial intelligence. 13(3): 279- 311.
  • Kaymak, S. (1995). Pay attention activities with five aged of children which at day nursery. Unpublished Master Thesis, Ankara University, Institute of Social Sciences, 16.
  • Kılıcarslan, F. (1997). Situation of preschool children’s preparing to reading ability which represent different socio-economic level. Master Thesis. Hacettepe University, Institute of Social Sciences, Ankara, pp. 20-100.
  • Koç, E. (2002). Preparing a programme model about development of visual perception abilities and examination development of visual perception’s effect on preschool children. Unpublished Master Thesis, Gazi University, Institute of Education Sciences, Ankara, pp. 90.
  • Krier, J.,L. (2007). Mathematics and origami: The ancient arts unite, http://math.uttyler.edu/ (Access Date: 13.05.2014).
  • Levenson, G. (2002). The educational benefits of origami (www.sadako.com/edbens.html).
  • Longcamp, M., Zerbato-Poudou M. T., & Velay J. L. (2005). The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica, 119: 67–79.
  • Love, H.D., & Litton. F.W. (1994). Teaching reading to disabled and handicapped learners. Illinois: Charles C. Thomas Publisher.
  • Marr, D., Windsor, M.M., & Cemark, S. (2001). Handwriting readiness: Locatives and visual motor skills in the kindergarten year. Early Childhood Research and Practise 3(1): 1-16.
  • M.E.B. (2001). The education programme on primary school children which have middle profile of learning disabled. Ankara: National Education Printing Office.
  • M.E.B. (2011). Class of 5 mathematics matchmaker book on primary school. Ankara, 2: 36.
  • Megep, (2013). Child development and education, preparing to reading and writing. M.E.B. Ankara.
  • Morrison, G. (1998). Early childhood education today. Columbus, Texas: Merril an Impirint of Prentice Hall, 7.
  • Oelwein, P.L. (1995). Teaching reading to children with down syndrome. Bethesda, MD; Woodbine House, Inc.
  • Oktay, A. (2005). Exchanges which occur when reaching to the 21. Century and Early Childhood Education. Morpa Culture Publishing, pp. 18-30.
  • Özalp, K. H. (2012). Condition study on 5-6 aged of children’s art activities which based on Çasey’s application. Journal of Idil, 1(5): 134-146. Doi: 10.7816/idil-01-05-09
  • Parlakyıldız, B. & Yıldızbaş, F. (2004). Evaluation of teacher’s opinions and applications about preparing to reading and writing works on preschool education. National Sciences Council, Inönü University Faculty of Education, Malatya, pp. 1-12.
  • Piaget, J. (2004). Mental development on child. (Tra: H. Portakal), Istanbul Cem Psychology, pp. 2.
  • Polat, S. (2013). Learning Mathematics with origami. Mustafa Kemal University Social Sciences Journal. 10(21), 15-27. Doi: http://sbed.mku.edu.tr/article/view/1038000004
  • Raatz, U., & Möhling, R. (1971). Frankfurter tests für funfjahrige, konzentration (FTF-K). Weinheim: Beltz.
  • San, I. Et al. (2001). Creativity on preschool. Tc. Anadolu University Publishing, 2199, Preschool Teaching Licence Programme.
  • Sill, Jessica, E. (2009). Blended-art at the kindergarten level. Master Thesis, Science in education. ABD: Dominican University of California.
  • Stanchfield, J.M. (1971). The development of pre-reading skills in experimental kindergarten program. The Elementary School Journal, 71(8): 438-447. Doi: 10.2307/1000871
  • Somer, O. (1988). A study about Bender Gestalt Visul-Motor Perception Test for children. Unpublished Doctoral Thesis, Ege University, 102.
  • Swann, A. (2005). The role of media and emerging representation in early childhood. Art Education, 58(4): 41-47.
  • Tuğrul, B., & Kavici, M. (2002). The art of origami paper folding and Learning. Pamukkale University Faculty of Education Journal, 1(11): 1-17.
  • Oelwein, P.L. (1995). Teaching reading to children with down syndrome. Bethesda, MD; Woodbine House, Inc.
  • Uysal, A. (2005). The art education’s effect on creativity which is trained in primary school. Journal of Gazi University Kırsehir Education Faculty, 6(1): 41-47.
  • Uzmen, S. (2003). Preschool child literature and creativity, creativity on child and drama. (Ed: A. Ozturk). Anadolu University Publishing, Eskisehir, 798: 49-64.
  • Wifred, R. (1993). Growth and development of young child, New York, pp. 12-39.
  • Vander, Zanden J.W. (1997). Human development sixth edition McGraw-Hill Inc. pp: 112,113.
  • Vygotsky, L.S. (1962). Thought and language. MIT Press, Cambridge, Mass.
  • Yangın, B. (2007). The six aged of children’s position of prepared situation about learning to writing ability on preschool education institutes. Hacettepe University Faculty of Education Journal, 32: 294-305. Yin, S. (2009). The mathematics of origami, www.math.washington.edu. (Access Date: 12.05. 2014)
There are 57 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Articles
Authors

Zeynep Çetin

Miray Özözen Danacı

Publication Date May 11, 2015
Submission Date May 11, 2015
Published in Issue Year 2015 Volume: 2 Issue: 1

Cite

APA Çetin, Z., & Özözen Danacı, M. (2015). Collage and Paper Art Activities and Preschool Children’s Reading and Writing Readiness. Hacettepe University Faculty of Health Sciences Journal, 2(1), 39-50.