A New Technique in Preschool Education: Debate

Year 2016, Volume: 24 Issue: 5, 2439 - 2456, 31.12.2016

Burcu Çabuk Ebru Yeni

Abstract

This qualitative study was aimed to determine the effect of the in-class debate technique
on the development of preschool children which is not widely used in preschool education.
Thirteen children who are sixty to seventy-two month- old attending to a preschool were first
observed for two weeks whether they showed the selected characteristics of development in the
National Preschool Education Program. Then, for eight weeks, in-class presentations, trainings
and practices were done on the in-class debate technique by the researchers while observations
were done. Before and after the practices, semi-structured interviews were also done with the
classroom teacher related with supporting the development of children and her perception
about the in-class debate technique used in preschool. Since the beginning of the study, parents
who were informed and asked for their participation also reported the changes they observed
in their children during the in-class debate practices through parent forms prepared by the
researchers. For the evaluation of the total twelve-week study, the children were observed for
two more weeks and it was found out that in-class debate practices supported the children in  the areas of cognitive, socio-emotional and language development. Taking the findings into
consideration, suggestions were provided for teachers, researchers and administrators who are
working in the undergraduate, graduate and in-service preschool teacher training programs. 

Keywords

Preschool education, debate, observation, interview, document analysis.

Okul Öncesi Eğitimde Yeni Bir Teknik: Münazara

Abstract

Bu nitel araştırmada okul öncesi eğitimde yaygın olarak kullanılmayan sınıf-içi münazara
tekniğinin okul öncesi dönem çocuklarının gelişimlerine etkisini incelemek amaçlanmıştır.
Ankara Çankaya’da bulunan bir anaokulunda öğrenim gören 60-72 aylık 13 çocuk, öncelikle
iki hafta gözlemlenerek Okul Öncesi Eğitim Programı (MEB, 2013)’ndan seçilen gelişim
özelliklerini sergileyip sergilemedikleri belirlenmiştir. Daha sonra araştırmacılar tarafından
sınıf-içi münazara tekniği üzerine sekiz hafta boyunca tanıtımlar, eğitimler ve uygulamalar
gerçekleştirilerek gözlemler yapılmıştır. Süreci izleyen sınıf öğretmeniyle uygulamalar
öncesinde ve sonrasında çocukların gelişim alanlarının desteklenmesi ve sınıf-içi münazarayla
ilgili algısının belirlenmesi amacıyla yapı-yapılandırılmış görüşmeler yapılmıştır.
Bilgilendirilen ve katılımları için önerilerde bulunulan veliler de çocuklarında gözlemledikleri
değişiklikleri, araştırmacılar tarafından hazırlanan veli formları aracılığıyla belirtmişlerdir.
Değerlendirme amacıyla iki hafta daha gözlemlenen çocukların toplam on iki haftalık süreçte
(dört haftalık pilot uygulama hariç), sınıf-içi münazara uygulamaları yoluyla bilişsel, sosyalduygusal
ve dil gelişimi alanlarında olumlu yönde değişimlerinin desteklendiği belirlenmiştir.
Bulgular ışığında, öğretmenlere, alan araştırmacılarına, lisans, lisansüstü ve hizmet-içi eğitim
programları yürüten akademisyenlere öneriler verilmiştir. 

Keywords

Okul öncesi eğitim, münazara, gözlem, görüşme, doküman analizi

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