Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi

Year 2019, Volume: 16 Issue: 1, 48 - 67, 01.04.2019

Ergün Öztürk Dursun Aksu

Abstract

DOI: 10.26650/hayef.2019.18007

Bu araştırma, sınıf öğretmenlerinin ilk
okuma ve yazma öğretiminde kullandıkları çocuk oyunları ve bunların kullanılma
durumlarını belirlemeye yönelik nitel bir çalışmadır. Bu bağlamda araştırma
durum saptamaya yönelik betimsel bir çalışma olup, nitel araştırma
yöntemlerinden durum çalışması olarak desenlemiştir. Araştırma 2014-2015 eğitim
öğretim yılında Sakarya ilinde görev yapan toplam 20 ilkokul birinci sınıf
öğretmeniyle gerçekleştirilmiştir. Araştırmada veri toplamak amacıyla
araştırmacılar tarafından geliştirilen 9 maddelik yarı yapılandırılmış görüşme
formu kullanılmıştır. Elde edilen veriler içerik analizi yöntemi kullanılarak
çözümlenmiştir. Bu araştırmanın sonucunda sınıf öğretmenlerinin grup oyunlarını
ve teknoloji destekli oyunları bireysel oyunlara göre daha fazla tercih
ettikleri görülmüştür. Araştırmaya katılan sınıf öğretmenlerinin ilk okuma
yazma öğretiminde oyunlarla öğretim yaparken karşılaştıkları zorluklar
arasında,  sınıf mevcutlarının kalabalık
olması nedeniyle süre yetersizliği ve disiplin sorunları, kurallara uymakta
yaşanan güçlük, okul imkânlarının yetersizliği, öğrencilerin bireysel
farklılıklarından kaynaklanan sebeplerin öne çıktığı belirlenmiştir.

Cite this article as: Öztürk, E. ve Aksu,
D. (2019). Determining the usage situation of children’s games in initial
literacy teaching. HAYEF: Journal of Education, 16(1); 48-67. 

Keywords

İlkokul, ilk okuma yazma öğretimi, oyun temelli öğrenme

References

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• Extended Summary Meeting with the school is one of the most important events in the child’s life. The child, who tries to cope with the stress of separation from his family for a long time, finds himself in a very different and difficult learning process in the first year of primary school, both as reading and writing. One of his favorite activities is playing games. One of the first activities that comes to mind when you think of what can be done to facilitate that stressful and difficult process is playing games. According to Smith and Pellegrini (2013), game is beneficial for children’s physical, linguistic, social, emotional and cognitive development. Games facilitate children’s language development. The research shows that children develop their verbal skills, increase their vocabulary and improve their language comprehension skills during the game (Eberle, 2011; Smith and Pellegrini, 2013). Via game children use and develop critical cognitive skills that are part of the executive function and the high-level thinking capacities that underlie learning complex academic skills such as literacy (Lockhart, 2010). Evans (2012) also says that children develop their literacy skills through links between speech, games and stories. Children learn literacy skills while reading stories, talking and playing together. The games used in the initial literacy process support learning, teaching and evaluation processes. Knowing the games that can be used in the initial literacy teaching process, designing the content of these games to match the content of the curriculum, and determining whether teachers have a common idea about how to benefit from these games have importance in today’s education concept. This study was carried out in order to get the opinions of the teachers about the use of children’s games and their use in the initial literacy teaching. For this purpose, answers to the following questions were sought. 1. Are children’s games included in the initial literacy teaching? Why? 2. Are individual games, group games or technology supported games preferred? Why? 3. Which games are included in which stage of initial literacy teaching? 4. What are the difficulties encountered when teaching with games in the initial literacy teaching? 5. What are the contributions of these games to the students’ literacy learning process? Method This research is a qualitative study to determine the opinions of the primary school teachers about the use of children’s games and their usag situation of children’s games in the initial literacy teaching. In this context, the research is a descriptive study aimed at determining the status of the study. In the research, convenience sampling was used from purposeful sampling methods. The study group consisted of 20 primary school teachers in the first grade of 5 state primary schools in Sakarya province. A 9-item semi-structured interview form developed by the researchers was used to collect data. This form was sent to the field experts (3 primary school teacher education, 2 Turkish education) and opinions were taken. The interview form developed as 15 items in the first form was reduced to 9 items in line with the feedback received. In order to determine the comprehensibility of the items in the interview form, 30 teachers were applied to the teacher candidates who were in their last year of primary school teaching education . Finally, 15 primary school teachers working in primary schools were applied and necessary corrections were made in the interview form. The data were analyzed by using content analysis techniques. In the study, the data obtained from the opinions of the teachers are coded around certain concepts according to their similarities and themes are formed. Codes and themes are organized. Research questions were transformed into themes and five themes were created. These themes are: (i) Reasons for participating in the Games, (ii) the choice of individual, group and technology supported games, (iii) the preferred games according to the stages of the initial literacy instruction, (iv) the difficulties encountered, (v) the contribution of the game to this process. The results were presented with a descriptive description and the findings were described descriptively. The data were coded by two researchers. Findings, Conclusion and Discussion When the findings related to the first question of the study are examined, it is seen that all the teachers who participated in the research included children’s games in the initial literacy teaching. When the findings related to the second question of the study are examined, it was determined that the primary school teachers who participated in the research included both individual games, group games and technology supported games in the initial literacy teaching. When the findings related to the third question of the study were examined, it was found that the primary school teachers who participated in the research gave place to the games in each stage of the initial reading and writing instruction, preparation, voice recognition and reading, reading and writing, syllable, word and sentence stage. When the findings related to the fourth question of the research were examined, the difficulties encountered by the primary school teachers during the teaching of the initial literacy instruction were found to be insufficient due to the lack of time and discipline problems, difficulty in following the rules, lack of school facilities, and the reasons arising from the individual differences of the students. It has been identified. When the findings about the fifth question of the study were examined, it was stated that the games used in the initial literacy teaching of the primary school teachers who participated in the research gave positive contributions to the students’ literacy learning process. When these contributions are examined, it is seen that especially the games facilitate, accelerate and make fun of the initial reading and writing learning process, increase the persistence of the learned, improve the vocabulary, and increase the interest, desire and motivation of the students.