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Cevriye Ergül; Gökçe Karaman; Gözde Akoğlu; Mümin Tufan; Ayşe Dolunay Sarıca; Zeynep Bahap Kudret

doi:10.17051/io.2014.71858

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Year 2014, , 1449 - 1472, 03.11.2014

Cevriye Ergül , Gökçe Karaman Gözde Akoğlu Mümin Tufan , Ayşe Dolunay Sarıca , Zeynep Bahap Kudret

https://doi.org/10.17051/io.2014.71858

Cited By: 9

Abstract

This study investigates early childhood teachers’ knowledge on early literacy, and their classroom practices promoting children’s early literacy acquisition. The “Teacher Interview Form” was developed by the researchers to determine teachers’ knowledge and practices on early literacy. Interviews were conducted individually with 17 kindergarten teachers. The data were analyzed using content analysis which is a technique used in qualitative research. The results revealed that an important number of the teachers did not have sufficient knowledge about early literacy, and that their classroom practices were not designed to adequately promote children’s early literacy acquisition. The findings are discussed within the context of the relevant literature and early childhood education system in Turkey. Implications for practice and recommendations for future research are presented.

Keywords

early literacy, teacher opinions, early childhood

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Okul Öncesi Öğretmenlerinin “Erken Okuryazarlık” Kavramına İlişkin Bilgi Düzeyleri ve Sınıf Uygulamaları

Year 2014, , 1449 - 1472, 03.11.2014

Cevriye Ergül , Gökçe Karaman Gözde Akoğlu Mümin Tufan , Ayşe Dolunay Sarıca , Zeynep Bahap Kudret

https://doi.org/10.17051/io.2014.71858

Cited By: 9

Abstract

Bu çalışmada okul öncesi öğretmenlerinin “erken okuryazarlık” kavramı ile ilgili bilgi düzeyleri ve erken okuryazarlığın geliştirilmesine yönelik uyguladıkları sınıf-içi etkinlikleri incelenmiştir. Çalışmanın verileri araştırmacılar tarafından ilgili alanyazın incelenerek oluşturulan “Erken Okuryazarlık ile İlgili Bilgi ve Uygulamaları Belirlemeye Yönelik Görüşme Formu” ile elde edilmiştir. On yedi okul öncesi eğitim öğretmeniyle birebir görüşmeler gerçekleştirilmiştir. Elde edilen veriler nitel araştırma yöntemlerinden içerik analizi ile çözümlenmiştir. Görüşmeler sonucunda elde edilen bulgular, öğretmenlerin önemli bir bölümünün erken okuryazarlık konusunda yeterli bilgi düzeyine sahip olmadıklarını ve sınıf içinde gerçekleştirdikleri uygulamaların erken okuryazarlık becerilerini destekleyecek nitelikte olmadığını göstermiştir. Elde edilen bulgular, ilgili alanyazın ve ülkemizdeki okul öncesi eğitim sistemi bağlamında tartışılmış ve öneriler sunulmuştur.

Keywords

erken okuryazarlık, öğretmen görüşleri, okul öncesi

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Primary Language	English
Journal Section	Articles
Authors	Cevriye Ergül Gökçe Karaman This is me Gözde Akoğlu This is me Mümin Tufan Ayşe Dolunay Sarıca Zeynep Bahap Kudret This is me
Publication Date	November 3, 2014
Published in Issue	Year 2014

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APA	Ergül, C., Karaman, G., Akoğlu, G., Tufan, M., et al. (2014). -. İlköğretim Online, 13(4), 1449-1472. https://doi.org/10.17051/io.2014.71858
AMA	Ergül C, Karaman G, Akoğlu G, Tufan M, Dolunay Sarıca A, Bahap Kudret Z. -. İOO. November 2014;13(4):1449-1472. doi:10.17051/io.2014.71858
Chicago	Ergül, Cevriye, Gökçe Karaman, Gözde Akoğlu, Mümin Tufan, Ayşe Dolunay Sarıca, and Zeynep Bahap Kudret. “-”. İlköğretim Online 13, no. 4 (November 2014): 1449-72. https://doi.org/10.17051/io.2014.71858.
EndNote	Ergül C, Karaman G, Akoğlu G, Tufan M, Dolunay Sarıca A, Bahap Kudret Z (November 1, 2014) -. İlköğretim Online 13 4 1449–1472.
IEEE	C. Ergül, G. Karaman, G. Akoğlu, M. Tufan, A. Dolunay Sarıca, and Z. Bahap Kudret, “-”, İOO, vol. 13, no. 4, pp. 1449–1472, 2014, doi: 10.17051/io.2014.71858.
ISNAD	Ergül, Cevriye et al. “-”. İlköğretim Online 13/4 (November 2014), 1449-1472. https://doi.org/10.17051/io.2014.71858.
JAMA	Ergül C, Karaman G, Akoğlu G, Tufan M, Dolunay Sarıca A, Bahap Kudret Z. -. İOO. 2014;13:1449–1472.
MLA	Ergül, Cevriye et al. “-”. İlköğretim Online, vol. 13, no. 4, 2014, pp. 1449-72, doi:10.17051/io.2014.71858.
Vancouver	Ergül C, Karaman G, Akoğlu G, Tufan M, Dolunay Sarıca A, Bahap Kudret Z. -. İOO. 2014;13(4):1449-72.