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Examining Teachers’ Opinions on Unstructured Play in Preschool Education

Year 2018, Volume: 26 Issue: 5, 1691 - 1700, 15.09.2018
https://doi.org/10.24106/kefdergi.2389

Abstract

The purpose of study is to investigate early childhood education teachers’ classroom practices and their definitions and practices of unstructured (free) play. The data were collected from early childhood education teachers via “Play Evaluation Form” that was prepared by the researchers. The data were analyzed with descriptive statistics and Spearman rank correlation analysis. The results of the analyses showed that teachers define play as a learning activity, enjoyment, children’s self-expression, and developmental support. Also, teachers involve children’s unstructured/free play as a play enhancer, stage manager, problem solver, observer and supporter. The findings are discussed in the light of the related literature.

References

  • Anderson-McName, J. K., County, C., & Bailey, S. J. (2010). The importance of play in early childhood development. Montana State University Extension. < http://msuextension.org/publications/HomeHealthandFamily/MT201003HR.pdf> (2017, Temmuz 8)
  • Aras, S. (2015). Free play in early childhood education: a phenomenological study. Early Childhood Development and Care, 186(7), 1173-1184.
  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th edition). Boston, MA: Pearson.
  • Brotherson, S. (2009). What young children learn through play? North Dakota State Uni-versity Extension Service. <https://www.ag.ndsu.edu/pubs/yf/famsci/fs1430.pdf> (2017, Haziran 28)
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., Demirel, F. (2013). Bilimsel araştırma yöntemleri (Geliştirilmiş 23. baskı). Ankara: Pegem Akademi.
  • Engel, M. (2015). The importance of free play in the early childhood classroom: perspec-tives from a teacher. Childhood Education, 91(5), 323-324.
  • Ginsburg, K. R., Shifrin, D. L., Broughton, D. D., Dreyer, B. P., Milteer, R. M., Mulligan, D. A., ... Smith, K. (2007). The importance of play in promoting healthy child develop-ment and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
  • Goldstein, J. (2012). Play in children’s development, health and well-being. <file:///C:/Documents%20and%20Settings/Administrator/My%20Documents/Downloads/play_in_children_s_development_health_and_well-being_-_final-3%20(3).pdf> (2017, Haziran 20).
  • Göl-Güven, M. (2017). Play anf flow: Children’s culture and adult’s role. Erken Çocukluk Çalışmaları Dergisi. 1(2), 247-261.
  • Gray, P. (2006). The value of play I: the definition of play gives insights. <https://www.psychologytoday.com/blog/freedom-learn/200811/the-value-play-i-the defi-nition-play-gives-insights play-gives-insights> (2017, Haziran 25)
  • Gronlund, G. (2016). Individualized child-focused curriculum. St Paul: Redleaf Press.
  • Hogg, R., V., Tanis, E., A., Zimmerman, D., L. (2015). Probability and Statistical Inference (9th Edition). Boston: Pearson.
  • Isenberg, J. P. & Quisenberry, N. (2002). Play: essential for all children. Childhood Educa-tion. 79(1), 33-39
  • Johnson, R. B., & Christensen, L. B. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th edition). Los Angeles, CA: Sage.
  • Jones, E. & Reynolds, G. (2011). The play’s the thing: Teacher’s roles in children’s play. New York: Teachers College Press.
  • Kernan, M. (2007). Play as a context for early learning and development. Dublin: National Council for Curriculum and Assessment. <http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Educa-tion/Early_Childhood_Education/How_Aistear_was_developed/Research_Papers/Play_paper.pdf> (2017, Temmuz 11)
  • Kızıltepe, Z. (2007). Öğretişim (2. Baskı). İstanbul: Epsilon Yayınevi.
  • Kontos, S. (1999). Preschool teachers' talk, roles, and activity during free play. Early Childhood Education Quarterly, 14(3), 363-382.
  • Milli Eğitim Bakanlığı (MEB). (2016). Milli eğitim bakanlığı okul öncesi eğitim programı. <http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf> (2017, Haziran 18)
  • Miller, E., & Almon, J. (2009). Crisis in the kindergarten why children need to play in school. Alliance for Childhood. <http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/Kindergarten_8-page_summary.pdf> (2017, Temmuz 5)
  • Özgünlü, M. (2015). Çocukların oyunları esnasında öğretmenin üstlendiği roller ile öğret-menin oyun tanımı arasındaki ilişki üzerine nitel bir çalışma. I. Uluslararası Türk Dü-nyası Çocuk Oyun ve Oyuncakları Kurultayı Tam Metin Bildiri Kitabı, (1), 611-622.
  • Piaget, J. (1962). Play, dreams and imitation in childhood. London: Routledge and Kegan Paul.
  • Play Wales. (2013). The role of adults in children's play. <http://www.playwales.org.uk/login/uploaded/documents/INFORMATION%20SHEETS/role%20of%20adults%20in%20childrens%20play.pdf> (2017, Temmuz 10)
  • Santer, J., Griffiths, C., & Goodall, D. L. (2007). Free play in early childhood: A literature review. Play England & National Children's Bureau.
  • Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: the science of early childhood development. Washington, DC: National Academy Press.
  • Singer, E., Nederend, M., Penninx, L., Tajik, M., & Boom, J. (2013). Teacher’s role in supporting young children’s level of play engagement. Early Child Development and Care, 184(8), 1233-1249.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlilik. Ankara: Seçkin.
  • Tarman, B., & Tarman, İ. (2011). Teachers' involvement in children's play and social interaction. Elemantary Education Online, 1(10), 325-337.
  • Trochim, W. M. K. (2012). Research methods knowledge base. New York: Cornell Univer-sity.
  • Tsai, C. Y. (2015). Am i interfering? Preschool teacher participation in children’s play. Universal Journal of Educational Research, 3(12), 1028-1033.
  • Yang, Y. (2013). A qualitative study of teachers’ involvement in children’s play. Literacy Information and Computer Education Journal, 4(4), 1244-1251.

Okul Öncesi Eğitimde Yapılandırılmamış Oyuna İlişkin Öğretmen Görüşlerinin İncelenmesi

Year 2018, Volume: 26 Issue: 5, 1691 - 1700, 15.09.2018
https://doi.org/10.24106/kefdergi.2389

Abstract

 Bu araştırmanın amacı, okul öncesi öğretmenlerinin eğitim uygulamalarına ve yapılandırılmamış (serbest) oyuna ilişkin görüşlerini belirlemek ve çocukların oyunlarına dahil olma durumlarını incelemektir. Araştırma kapsamında, okul öncesi öğretmenlerine, ilgili literatür ve uzman görüşleri ile hazırlanan “Oyun Değerlendirme Fromu” verilmiş; veriler betimsel analiz yöntemleri ve Spearman Korelasyon Analizi ile test edilmiştir. Elde edilen sonuçlara göre, öğretmenlerin oyunu bir öğrenme yöntemi, çocuğun kendini ifade etme biçimi, eğlence aracı ve gelişim destekçisi olarak tanımladıkları belirlenmiştir. Öğretmenlerin yapılandırılmamış oyunlar esnasında fiziksel ortamı hazırlayan, oyun başlatan, gözlemci, oyun arkadaşı ve problem çözücü rollerini üstlenerek çocukların oyunlarına dahil oldukları bulunmuştur. Araştırmanın bulguları ilgili literatür çerçevesinde ayrıntılı bir şekilde tartışılmıştır. 

References

  • Anderson-McName, J. K., County, C., & Bailey, S. J. (2010). The importance of play in early childhood development. Montana State University Extension. < http://msuextension.org/publications/HomeHealthandFamily/MT201003HR.pdf> (2017, Temmuz 8)
  • Aras, S. (2015). Free play in early childhood education: a phenomenological study. Early Childhood Development and Care, 186(7), 1173-1184.
  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th edition). Boston, MA: Pearson.
  • Brotherson, S. (2009). What young children learn through play? North Dakota State Uni-versity Extension Service. <https://www.ag.ndsu.edu/pubs/yf/famsci/fs1430.pdf> (2017, Haziran 28)
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., Demirel, F. (2013). Bilimsel araştırma yöntemleri (Geliştirilmiş 23. baskı). Ankara: Pegem Akademi.
  • Engel, M. (2015). The importance of free play in the early childhood classroom: perspec-tives from a teacher. Childhood Education, 91(5), 323-324.
  • Ginsburg, K. R., Shifrin, D. L., Broughton, D. D., Dreyer, B. P., Milteer, R. M., Mulligan, D. A., ... Smith, K. (2007). The importance of play in promoting healthy child develop-ment and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
  • Goldstein, J. (2012). Play in children’s development, health and well-being. <file:///C:/Documents%20and%20Settings/Administrator/My%20Documents/Downloads/play_in_children_s_development_health_and_well-being_-_final-3%20(3).pdf> (2017, Haziran 20).
  • Göl-Güven, M. (2017). Play anf flow: Children’s culture and adult’s role. Erken Çocukluk Çalışmaları Dergisi. 1(2), 247-261.
  • Gray, P. (2006). The value of play I: the definition of play gives insights. <https://www.psychologytoday.com/blog/freedom-learn/200811/the-value-play-i-the defi-nition-play-gives-insights play-gives-insights> (2017, Haziran 25)
  • Gronlund, G. (2016). Individualized child-focused curriculum. St Paul: Redleaf Press.
  • Hogg, R., V., Tanis, E., A., Zimmerman, D., L. (2015). Probability and Statistical Inference (9th Edition). Boston: Pearson.
  • Isenberg, J. P. & Quisenberry, N. (2002). Play: essential for all children. Childhood Educa-tion. 79(1), 33-39
  • Johnson, R. B., & Christensen, L. B. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th edition). Los Angeles, CA: Sage.
  • Jones, E. & Reynolds, G. (2011). The play’s the thing: Teacher’s roles in children’s play. New York: Teachers College Press.
  • Kernan, M. (2007). Play as a context for early learning and development. Dublin: National Council for Curriculum and Assessment. <http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Educa-tion/Early_Childhood_Education/How_Aistear_was_developed/Research_Papers/Play_paper.pdf> (2017, Temmuz 11)
  • Kızıltepe, Z. (2007). Öğretişim (2. Baskı). İstanbul: Epsilon Yayınevi.
  • Kontos, S. (1999). Preschool teachers' talk, roles, and activity during free play. Early Childhood Education Quarterly, 14(3), 363-382.
  • Milli Eğitim Bakanlığı (MEB). (2016). Milli eğitim bakanlığı okul öncesi eğitim programı. <http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf> (2017, Haziran 18)
  • Miller, E., & Almon, J. (2009). Crisis in the kindergarten why children need to play in school. Alliance for Childhood. <http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/Kindergarten_8-page_summary.pdf> (2017, Temmuz 5)
  • Özgünlü, M. (2015). Çocukların oyunları esnasında öğretmenin üstlendiği roller ile öğret-menin oyun tanımı arasındaki ilişki üzerine nitel bir çalışma. I. Uluslararası Türk Dü-nyası Çocuk Oyun ve Oyuncakları Kurultayı Tam Metin Bildiri Kitabı, (1), 611-622.
  • Piaget, J. (1962). Play, dreams and imitation in childhood. London: Routledge and Kegan Paul.
  • Play Wales. (2013). The role of adults in children's play. <http://www.playwales.org.uk/login/uploaded/documents/INFORMATION%20SHEETS/role%20of%20adults%20in%20childrens%20play.pdf> (2017, Temmuz 10)
  • Santer, J., Griffiths, C., & Goodall, D. L. (2007). Free play in early childhood: A literature review. Play England & National Children's Bureau.
  • Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: the science of early childhood development. Washington, DC: National Academy Press.
  • Singer, E., Nederend, M., Penninx, L., Tajik, M., & Boom, J. (2013). Teacher’s role in supporting young children’s level of play engagement. Early Child Development and Care, 184(8), 1233-1249.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlilik. Ankara: Seçkin.
  • Tarman, B., & Tarman, İ. (2011). Teachers' involvement in children's play and social interaction. Elemantary Education Online, 1(10), 325-337.
  • Trochim, W. M. K. (2012). Research methods knowledge base. New York: Cornell Univer-sity.
  • Tsai, C. Y. (2015). Am i interfering? Preschool teacher participation in children’s play. Universal Journal of Educational Research, 3(12), 1028-1033.
  • Yang, Y. (2013). A qualitative study of teachers’ involvement in children’s play. Literacy Information and Computer Education Journal, 4(4), 1244-1251.
There are 31 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Review Article
Authors

Merve Özgünlü This is me

Mefharet Veziroğlu Çelik This is me

Publication Date September 15, 2018
Acceptance Date December 27, 2017
Published in Issue Year 2018 Volume: 26 Issue: 5

Cite

APA Özgünlü, M., & Veziroğlu Çelik, M. (2018). Okul Öncesi Eğitimde Yapılandırılmamış Oyuna İlişkin Öğretmen Görüşlerinin İncelenmesi. Kastamonu Education Journal, 26(5), 1691-1700. https://doi.org/10.24106/kefdergi.2389

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