TRT EBA ANAOKULU AİLE KUŞAĞI BÖLÜMLERİNİN EBEVEYN GÖRÜŞLERİNE ETKİSİ

Abstract

Bu çalışmada, Covid-19 pandemisinin olağanüstü koşulları altında eğitim sürecinin kesintiye uğramasının ardından, erken çocukluk dönemindeki çocuklar için uzaktan eğitimle eğitim sürecinin devam etmesini sağlayan TRT EBA Anaokulu yayınlarında yer alan "Ailece Kuşağı" etkinliklerinin, ailelerin iletişim süreçleri ve oyun olgusuna dair görüşleri üzerindeki etkisinin belirlenmesi amaçlanmıştır. Araştırma, Sivas ilinin Yıldız Beldesinde 3-6 yaş arasındaki çocuklara sahip on aile ile gerçekleştirilmiştir ve ebeveynler arasında anneler, babalar, anneanneler, babaanneler ve dedeler yer almaktadır. Nitel araştırma yönteminin kullanıldığı bu çalışmada; araştırmacılar tarafından oluşturulan görüşme formu soruları, ailelere ön ve son görüşmeler sırasında yönlendirilmiştir. Ailelerin cevapları, betimsel içerik analizi ile analiz edilmiştir. Random yolla seçilen Ailece Kuşağı etkinlikleri aileler tarafından 20 hafta boyunca uygulanmıştır. Araştırmacıların süreci rutin ev ziyaretleri yaparak takip ettiği çalışmada, etkinliklerin aile içindeki iletişimi güçlendirdiği ve ailelerin oyun olgusuna yönelik görüşlerinde olumlu değişiklikler meydana getirdiği tespit edilmiştir.

Keywords

• aile eğitimi
• aile içi iletişim
• oyun
• TRT EBA Okul Öncesi
• pandemi.

The Effect of TRT EBA Kindergarten Family Section Episodes on Parental Perceptions

Abstract

This study aims to investigate the impact of the " Family Section" activities, featured in the TRT EBA Kindergarten broadcasts, which enabled the continuation of the education process for early childhood children through distance education following the disruption caused by the Covid-19 pandemic. The focus is on how these activities affect family communication processes and parents' views on the phenomenon of play. The research was conducted with ten families from Yıldız District in Sivas Province, whose children were between the ages of 3 and 6. The participants included participants were not only parents but also grandparents. The study utilized a qualitative research method, with interview questions prepared by the researchers being administered to the parents during both pre- and post-interviews. The parents' responses were analyzed using descriptive content analysis. The “Family Section” activities selected by researchers were implemented by families over a 20-week period. The researchers observed the process through routine home visits. The findings of the study shed light on the activities strengthened communication within the family and led to positive changes in the parents' perspectives on the concept of play.

Keywords

• family education
• family communication
• TRT EBA Preschool
• pandemic.
• play

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