TYMM Okul Öncesi Eğitim Programı Öğretmen Kılavuz Kitaplarında Yer Alan Farklılaştırma Uygulamalarının İncelenmesi

Year 2025, Volume: 54 Issue: 248, 2053 - 2094, 01.11.2025

Demet Aydın

https://doi.org/10.37669/milliegitim.1586845

Abstract

Okul öncesi eğitim sürecinde kapsayıcı uygulamalar için okul öncesi öğretmenlerinin, sınıflarında bulunan tüm çocuklara yönelik farklılaştırma uygulamaları yapması gerekmektedir. 2024 Türkiye Yüzyılı Maarif Modeli (TYMM) Okul Öncesi Eğitim Programı’nın öğretmen kılavuz kitaplarında yer alan etkinliklerde farklılaştırma uygulamalarına yer verilmiştir. Kılavuz kitabındaki örnek etkinliklerde bu uygulamalar zenginleştirme ve destekleme başlıklarında ele alınarak örneklendirilmiştir. Bu doğrultuda bu araştırma, Okul Öncesi Eğitim Programı öğretmen kılavuz kitaplarının zenginleştirme ve destekleme boyutlarının farklılaştırma uygulamaları doğrultusunda incelenmesini amaçlamaktadır. Bu çalışmada nitel araştırma yöntemleri içerisinde yer alan doküman analizi kullanılmıştır. Program kapsamında yayımlanan Türkçe, matematik, fen, sosyal, hareket ve sağlık, sanat, müzik alanlarının ve sosyal duygusal öğrenme becerileri ve değerlere yönelik hazırlanan sekiz öğretmen kılavuz kitabı ele alınmıştır. Her kitaptan rastgele seçilen 20, toplam 160 etkinliğin farklılaştırma uygulamalarında yer alan zenginleştirme ve destekleme alt başlıkları farklılaştırma uygulamaları bağlamında incelenmiştir. Dokümandan elde edilen bilgilerin belirlenen kategoriler aracılığıyla incelenmesi amacıyla içerik analizi tekniği kullanılmıştır. Kategoriler ve alt kategorilerden elde edilen veriler yorumlanmıştır. Araştırma sonucunda farklılaştırma uygulamalarında çevresel düzenlemeler, öğrenme içeriğini farklılaştırma, öğrenme sürecini farklılaştırma ve öğrenme ürünlerini farklılaştırma uygulamalarına farklı sıklıklarla yer verildiği görülmektedir.

Keywords

Maarif Modeli , Okul Öncesi Eğitim , Farklılaştırma , Zenginleştirme , Destekleme

The Examination of Differentiation Practices in the TYMM Preschool Education Program Teacher Guidebooks

Abstract

In the preschool education process, inclusive practices require preschool teachers to implement differentiation strategies for all children in their classrooms. The 2024 “Türkiye Yüzyılı Maarif Modeli” (TYMM) Preschool Education Program incorporates differentiation practices into the activities presented in the teacher guidebooks. These practices are exemplified under the headings of enrichment and support in the sample activities. Accordingly, this study aims to examine the enrichment and support dimensions of the Preschool Education Program teacher guidebooks in terms of differentiation practices. To achieve this aim, document analysis, a method within the qualitative research paradigm, was employed. Eight teacher guidebooks—covering Turkish, mathematics, science, social studies, physical education and health, arts, music, and social-emotional learning skills and values—published within the scope of the program were analyzed. A total of 160 activities, with 20 randomly selected from each guidebook, were examined in terms of the enrichment and support subheadings related to differentiation practices. Content analysis was employed to analyze the data obtained from the documents using predefined categories. The data derived from categories and subcategories were interpreted accordingly. The study's findings reveal that differentiation practices in the guidebooks vary in frequency and encompass four main dimensions: environmental differentiation, differentiation of learning content, differentiation of the learning process, and differentiation of learning products.

Keywords

Maarif Model , Preschool Education , Differentiation , Enrichment , Support

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