FARKLI YAKLAŞIMLARI UYGULAYAN OKUL ÖNCESI ÖĞRETMENLERININ ÇOCUKLARDA DÜŞÜNME BECERILERINI GELIŞTIRMEK İÇIN KULLANDIKLARI STRATEJILERIN İNCELENMESI

Year 2014, Volume: 22 Issue: 2, 475 - 496, 15.07.2016

Sema Büyüktaşkapu Soydan Hatice Merve Dereli

Abstract

Bu araştırmanın amacı, Türkiye’de Yapılandırmacı yaklaşımı uygulayan ve yurtdışında Reggio Emilia yaklaşımını uygulayan okul öncesi öğretmenlerinin çocuklarda düşünme becerisini geliştirmek için hangi stratejileri kullandıklarını belirleyerek, karşılaştırmalı olarak incelenmesidir. Bu amaç doğrultusunda araştırmanın çalışma grubunu, Türkiye’de Milli Eğitime bağlı anasınıflarında görev yapan 10 ve yurtdışında Reggio Emilia okullarında görev yapan 10 okul öncesi öğretmeni oluşturmaktadır. Araştırmaya ilişkin veriler nitel araştırma yöntemiyle toplanmıştır. Nitel verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırma verileri araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formundaki soruların öğretmenlere sorulmasıyla elde edilmiştir. Öğretmenlere çocukların düşüncelerini belirlemede, yönlendirmede ve geliştirmede kullandıkları stratejileri belirlemeye yönelik açık uçlu sorular yöneltilmiştir. Araştırma sonucunda, yurtdışında Reggio Emilia yaklaşımını uygulayan öğretmenlerin çocuklarda düşünme becerisini geliştirmek için soru sorma, gözlem yapma, materyal ve deneyim sunma, dökümantasyondan faydalanma stratejilerini kullandıkları; ancak, Türkiye’de yurtdışında Reggio Emilia yaklaşımını uygulayan öğretmenlerin dökümantasyondan faydalanma stratejisini hiç kullanmadıkları, diğer stratejileri ise yeteri kadar kapsamlı ve işlevsel kullanmadıkları belirlenmiştir.

Keywords

Okul öncesi eğitim, Düşünme becerisi, Reggio Emilia yaklaşımı

A COMPARATIVE EXAMINATION OF STRATEGIES AIMING TO IMPROVE THINKING SKILLS OF CHILDREN USED BY PRESCHOOL TEACHERS IN DIFFERENT COUNTRIES

Abstract

The purpose of this research is to determine and investigate comparatively which strategies preschool teachers use in order to improve children’s thinking skills in different countries applying Reggio Emilia approach and ımplementing theconstructivist approach in Turkey. Based on this aim, sample of the study included 10 preschool teachers working in preschools affiliated to Ministry of National Education in Turkey and 10 preschool teachers working in Reggio Emilia classrooms in different countries. Data regarding research was obtained via qualitative research methods. In analysis of qualitative data, descriptive analysis method was used. Research data were gathered by asking teachers to answer the questions in a semi-structured interview scale developed by researchers. Teachers were asked open-ended questions addressing their strategies related to identifying, guiding and promoting children’s thinking. As a result of this study, it is found that teachers that implements in different countries applying Reggio Emilia approach use strategies as questioning, observation, material and experience offering and documentation. However, for the preschool teachers ımplementing theconstructivist approach in Turkey it is determined that documentation is not used at all and the other strategies are not used sufficiently functional and comprehensive.

Keywords

Preschool education, thinking skills, Reggio Emilia approach

References

• Akbulut, T. (1999). İlköğretim okullarında görevli öğretmenlerin derslerdeki soru sorma etkinliklerinin bazı değişkenler açısından incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
• Al-Rabiah, N. Y. (2008). The challenges and promises of applying intentioanl child observa- tion strategies: A multiple case study of six kindergarten teachers in Saudi Arabia. Yayın- lanmamış Doktora Tezi, The Pennsylvania State University, Curriculum and Instruction.
• Bay, N. (2011). Okul öncesi öğretmenlerine verilen soru sorma becerisi öğretiminin etkisinin incelenmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
• Benson, C. L. (2009). Influence of pedagogical documentation on children’s use of meta- cognition. Yayınlanmamış Doktora Tezi, South Dakota State University/Consumer and Family Sciences.
• Beyer, B. K. (1987). Practical strategies for the teaching of thinking. Boston: Allyn ve Bacon.
• Blatchford, I., ve Mani, L. (2008). Would you like to tidy up now? An analysis of adult ques- tioning in the English foundation stage. Early Years, 28(1), 5–22.
• Broadhead, P. (2006). Developing an understanding of young children’s learning through play: the place of observation, interaction and reflection. British Educational Research Journal, 32(2), 191-207.
• Brualdi, A. C. (1998). Classroom questions. Practical Assessment, Research ve Evaluation, 6(6).
• Chappella, K., Crafta, A., Burnardc, P. ve Creminb, T. (2008). Question-posing and questi- on-responding: The heart of ‘possibility thinking’ in the early years. Early Years, 28(3), 267–286.
• Chouinard, M. M. (2007). Children’s questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, 72(1), 1-126.
• Church, E. B. (1999). Think How your child learns to problem-solve. Scholastic Parent ve Child, 6(4), Poole, C. (1998). Problem-solving in action. Scholastic Early Childhood To- day, 12 (8), 13-16.
• Dağlıoğlu, H. E. ve Çakır, F. (2007). Erken çocukluk döneminde düşünme becerilerinden planlama ve derin düşünmenin geliştirilmesi. Eğitim ve Bilim, 32(144).
• De Rivera, C., Girolametto, L., Greenberg, J., ve Weitzman, E. (2005). Children’s responses to educators’ questions in day care play groups. American Journal of Speech-Language Pathology, 14, 14–26.
• DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R. ve Sales, C. (2002). Developing cons- tructivist early childhood curriculum: Practical principles and activities. New York: Te- acher College Press.
• Dodge, D. T., Colker, L. J., ve Heroman C. (2002). The creative curriculum for preschool. Washington DC: Teaching Strategies.
• Durden, T., ve Dangel, J. R. (2008). Teacher-involved conversations with young children during small group activity. Early Years, 28 (3), 251-266.
• Duster, S. (1997). Classroom questioning how teacher use it to promote creativity and hig- her level thinking. Yayınlanmamış Yüksek Lisans Tezi, The Faculty of Pacific Lutheran University.
• Edwards, C., Gandini, L., ve Forman, G. (Eds.). (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
• Ekiz, D. (2003). Eğitimde araştırma yöntem ve metotlarına giriş. Ankara: Anı Yayıncılık.
• Fisher, R. (1990). Teaching children to think. Oxford: Blackwell.
• Fraser, S., ve Gestwicki, C. (2001). Authentic childhood: Experiencing Reggio Emilia in the classroom. Albany NY: Delmar.
• Garon, N. ve Moore, C. (2007). Awareness and symbol use improves future-oriented decisi- on-making in preschoolers. Developmental Neuropsychology, 31(1), 39-59.
• Guyevskey, V. (2006). Interpreting the Reggio Emilia approach: Documentation and emer- gent curriculum in preschool setting. Yayınlanmamış Yüksek Lisans Tezi, York Univer- sity Graduate Programme in Education.
• Hestenes, L., Cassidy, D. & Niemeyer, J. (2004). A Microanalysis of Teachers’ Verbalizations in Inclusive Classrooms. Early Education and Development, 15(1), 23-38.
• Hohmann, M., ve Weikart, D. P. (2002). Educating young children: Active learning practices for preschool and child care (2nd edition). Ypsilanti, MI: High/Scope Press.
• Johnston,J., Halocha, J. ve Chater, M. (2007). Developing teaching skills in the primary scho- ol. Basingstoke: Open University Press.
• Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.
• Kang, J. (2007). How many languages can reggio children speak? Gifted Child Today, 30(3).
• King, D. (2005). Inquiry dialogue in the kindergarten: A teacher action research study. Yayın- lanmamış Doktora Tezi, Capella University.
• Kinney, L., ve Wharton, P. (2008). An encounter with Reggio Emilia: Children’s early lear- ning made visible. London: Routledge.
• Klein, E., Hammrich, P., Bloom, S., ve Ragins, A. (2000). Language development and science inquiry: a child- initiated and teacher-facilitated program. Early Childhood Research and Practice, 2(2).
• Kostelnik, M.J., Soderman, A.K., ve Whiren, A.P. (2004). Developmentally appropriate cur- riculum: best practices in early childhood education. Upper Saddle River, NJ: Merrill.
• Lee, C. B., Koh, N. K., Cai, X. L. ve Quek, C. L. (2012). Children’s use of meta-cogntition in solving everyday problems: Children’s monetary decision-making. Australian Journal of Education, 56(1), 22-39.
• Lee, Y. (2010). Blended teacher supports for promoting open-ended questioning in pre-k science activities. Yayınlanmamış Doktora Tezi. University of Virginia, The Faculty of the Curry School of Education.
• Leng, Y. L. ve Hoo, C. T. (1997). Explaining the thinking, learning styles, and cognition cons- tructs. The Mathematics Educator, 2(1), 113-127.
• Massey, S.L., Pence, K.L., Justice, L.M., ve Bowles, R.P. (2008). Educators’ use of cogniti- vely challenging questions in economically disadvantaged preschool classroom contexts. Early Educatıon and Development, 19(2), 340–360.
• Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey Bass.
• Mulcahey, C. (2009). Providing rich art activities for young children. Young Children, 64(4).
• Nicoll, B. (1996). Developing minds: Critical thinking in K-3. California Kindergarten Con- ference. San Francisco, CA.
• Öztürk, Samur, A. ve Soydan S. (2012). Okul öncesi öğretmenlerinin Türkçe etkinliklerin- de soru sorma stratejilerinin incelenmesi. 3. Uluslararası Okul Öncesi Eğitim Kongresi. Adana.
• Patton, Q. M. (2002). Qualitative research and evaluation methods. Sage Publications, Inc.
• Piccolo, D. L., ve Test, J.(2010). Preschoolers’ thinking during block play. Teaching Children Mathematics, 17(5), 310-316.
• Riddall-Leech, S. (2005). How to observe children. Oxford: Heinemann Educational Press.
• Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Lon- don: Routledge,
• Rivera, M. (2009). Latinos and problem solving. The Hispanic Outlook in Higher Education, 19, 15.
• Salmon, A. K. (2008). Promoting a culture of thinking in the young child. Early Childhood Education Journal, 35, 457-461.
• Salmon, A. K. (2010). Tools to enhance young children’s thinking. Young Children, 65(5), 26-31.
• Salmon, A. K. ve Lucas, T. (2011). Exploring young children’s conceptions about thinking. Journal of Research in Childhood Education, 25(4), 364-375.
• Storey, S. (2004). Teacher questioning to ımprove early childhood reasoning. Yayınlanmamış Doktora Tezi, Arizona University Department of Teaching and Teacher Education.
• Sultana, O. ve Klecker, B. (1999). Evaluation of first year teachers lesson objectives by Bloom’s taxonomy. Annual Meeting of the Mid-South Educational Research Association. Point Clear, AL.
• Thornton, L. ve Brunton, P. (2009). Understanding the Reggio Approach: Early years educa- tion in practice, (2nd edition.). London: David Fulton.
• Tsung-Hui, T., ve Wei-Ying, W. (2008). Preschool teacher-child verbal interactions in science teaching. Electronic Journal of Science Education, 12(2).
• Van Kleeck, A., Vander Woude, J., ve Hammett, L. (2006). Fostering literal and inferential language skills in Head Start preschoolers with language impairment using scripted book- sharing discussion. American Journal of Speech-Language Pathology, 15, 85–96.
• Wallace, B., Cave, D. ve Berry, A. (2009). Teaching problem-solving and thinking skills thro- ugh science: Exciting cross-curricular challenges for foundation phase, key stage one, key stage two. London: David Fulton.
• Walsh, B. ve Blewitt, P. (2006). The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers. Early Childhood Education Journal, February, 33(4).
• Warner, L., ve Sower, J. (2005). Educating young children. Boston: Pearson/ Allyn ve Bacon.
• Yıldırım, A. ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (5. Baskı). Ankara: Seçkin Yayıncılık.