Okul Öncesi Dönemde Masal Anlatıcılığı: Öğretmen Görüşleri ve Uygulama Deneyimleri

Öz

Bu araştırmada, okul öncesi öğretmenlerinin masal anlatımına ilişkin görüşlerinin ve uygulama deneyimlerinin belirlenmesi amaçlanmıştır. Nitel araştırma modellerinden olgubilim deseninde gerçekleştirilen araştırmada veriler, odak grup görüşmesi tekniği kullanılarak elde edilmiştir. Araştırmanın çalışma grubunu dokuz okul öncesi öğretmeni oluşturmuştur. Odak grup görüşmesi, dijital iletişim platformu üzerinden çevrim içi olarak, bir moderatör ve bir gözlemci eşliğinde, 70 dakikalık bir oturumda gerçekleştirilmiştir. Araştırma verileri içerik analizi tekniğinde çözümlenmiştir. Araştırma bulgularına bakıldığında; öğretmenler, masal anlatma ve dinleme alışkanlıklarının çocukluk dönemindeki ailevi ve kültürel bağlarla şekillenmiş durumda olduğunu, sosyal medya gibi modern araçların bu alışkanlığa etki ettiğini, masalların güvenli, huzur veren, iyileştirici bir deneyim sunduğunu ifade etmişlerdir. Ayrıca masal anlatımının çocukların sosyal-duygusal, bilişsel ve dil gelişimi becerilerine önemli katkılar sağladığını ve bu nedenle mutlaka okul öncesi dönemden itibaren anlatılması gerektiğini belirtmişlerdir. Özellikle çocukların yaş ve ilgilerine uygun masalların seçilmesi, uyarlanması ve didaktik olmaktan kaçılmasının önemli olduğunu vurgulamışlardır. Bazı öğretmenler, belirli bir gün ve zaman diliminde masal anlatırken, diğer öğretmenler daha esnek bir yaklaşım benimseyip, uygun anlarda ve çocukların isteklerine göre masal anlattıklarını ifade etmişlerdir. Kimileri masal anlatımı öncesinde hazırlık yaparken, kimileri de grubun dinamiğine göre daha doğaçlama bir şekilde masal anlatmaktadır. Masal anlatmanın, çocukların sosyal-duygusal, bilişsel ve dil gelişimlerine önemli katkılar sağladığı belirtilmiştir. Araştırmada; okul öncesi dönemden itibaren çocuklara masal anlatımları yapılmasının hem öğretmen hem de çocuklar açısından önemli katkılar sağlayabileceği sonucuna ulaşılmıştır.

Anahtar Kelimeler

• masal anlatımı
• okul öncesi öğretmenleri
• okul öncesi
• masal
• hikaye

Storytelling in Preschool: Teacher Perspectives and Practical Experiences

Abstract

This study aimed to determine the views and practical experiences of preschool teachers regarding storytelling. The research was conducted using a phenomenological design, one of the qualitative research models, and data were collected through the focus group interview technique. The study group consisted of nine preschool teachers. The focus group interview was conducted online via a digital communication platform with a moderator and an observer during a 70-minute session. The research data were analyzed using content analysis. The findings revealed that teachers' storytelling and listening habits were shaped by familial and cultural ties during childhood, and modern tools such as social media influenced these habits. Teachers expressed that stories offer a safe, comforting, and healing experience. Additionally, they highlighted that storytelling significantly contributes to children's social-emotional, cognitive, and language development, and thus it should be practiced from the preschool period onwards. They emphasized the importance of selecting and adapting stories according to children's age and interests, while avoiding didacticism. Some teachers reported telling stories at specific times, while others adopted a more flexible approach, telling stories at appropriate moments based on children's wishes. While some teachers prepared in advance for storytelling, others narrated stories more spontaneously depending on the group's dynamics. It was noted that storytelling significantly benefits children's social-emotional, cognitive, and language development. The study concluded that storytelling from the preschool period onward provides significant benefits for both teachers and children.

Keywords

• storytelling
• preschool teachers
• preschool
• fairy tales
• story

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