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Assessing the Role of Nature in Emergent Reading and Writing Activities in the Early Childhood Curriculum: A Study of Turkish Educational Practices

Year 2024, Volume: 12 Issue: 1, 1 - 26, 30.06.2024
https://doi.org/10.35233/oyea.1289092

Abstract

This study aims to examine how and to what extent nature is used in reading and writing activities in the early childhood curriculum in Türkiye. Using a document analysis method, the authors analyzed curriculum documents and activity plans from a preschool program and two activity books, identifying a total of 12 activities related to nature-based learning and emergent literacy. These activities were analyzed in terms of the development areas they supported, the types of activities, materials used, and themes covered. Our investigation into emergent reading-writing activities that utilized nature as a support or main subject yielded compelling findings. The curriculum documents showed that nature-based emergent reading-writing activities offer a wealth of potential for fostering young children's cognitive, linguistic, socio-emotional, psychomotor, and self-regulation skills. These activities are often integrative in nature, incorporating emergent reading-writing with other domains such as mathematics, language, art, and more. Our analysis of the curriculum documents also indicated that nature-based emergent reading-writing activities commonly employ a diverse array of materials, including both natural and unnatural resources. Moreover, we found that such activities frequently encompass a broad spectrum of vocabulary and concepts. These encompass a wide range of subjects, ranging from seasonal phenomena such as winter to societal issues such as human rights and citizenship to scientific concepts like reproduction and fermentation.

References

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Erken Çocukluk Öğretim Programında Erken Okuma ve Yazma Etkinliklerinde Doğanın Rolünün Değerlendirilmesi: Türkçe Eğitim Uygulamaları Üzerine Bir İnceleme

Year 2024, Volume: 12 Issue: 1, 1 - 26, 30.06.2024
https://doi.org/10.35233/oyea.1289092

Abstract

Bu çalışma, Türkiye'deki erken çocukluk eğitim programlarında yer alan okuma ve yazma etkinliklerinde doğanın nasıl ve hangi ölçüde entegre edildiğini araştırmayı hedeflemektedir. Bu çalışmada doküman analizi yöntemi kullanılarak, bir okul öncesi programından ve iki etkinlik kitabından elde edilen program belgeleri ve etkinlik planları incelenmiş ve doğa temelli öğrenme ile erken okuryazarlıkla ilgili toplam 12 etkinlik belirlenmiştir. Bu etkinlikler, destekledikleri gelişim alanları, etkinlik türleri, kullanılan materyaller ve ele alınan temalar açısından analiz edilmiştir. Araştırma, doğayı destek ya da ana konu olarak kullanan erken okuma-yazma etkinliklerine yönelik ikna edici bulgular ortaya koymuştur. Program belgeleri, doğa temelli okuma-yazma etkinliklerinin küçük çocukların bilişsel, dilsel, sosyo-duygusal, psikomotor ve öz düzenleme becerilerini geliştirmek için zengin bir potansiyel sunduğunu göstermiştir. Bu etkinlikler genellikle doğası gereği bütünleştiricidir ve erken okuma-yazmayı matematik, dil ve sanat gibi birçok diğer alanla birleştirmektedir. Program belgelerine ilişkin analiz, doğa temelli erken okuma-yazma etkinliklerinin hem doğal hem de doğal olmayan kaynaklar dahil olmak üzere çok çeşitli materyaller kullandığını göstermiştir. Ayrıca, bu tür etkinliklerin sıklıkla geniş bir kelime dağarcığı ve kavram yelpazesini kapsadığı ortaya çıkmıştır. Bunlar, kış gibi mevsimsel olaylardan insan hakları ve vatandaşlık gibi toplumsal konulara, üreme ve fermantasyon gibi bilimsel kavramlara kadar geniş bir konu yelpazesini kapsamaktadır.

References

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  • Ahi, B., & Kahriman-Pamuk, D. (2021). "Environment is like nature": opinions of children attending forest kindergarten about the concept of environment. International Electronic Journal of Environmental Education, 11(2), 91-110. https://doi.org/10.18497/iejeegreen.944378
  • Altani, A., Georgiou, G. K., Deng, C., Cho, J. R., Katopodi, K., Wei, W., & Protopapas, A. (2017). Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek. J Exp Child Psychol, 164, 117-135. https://doi.org/10.1016/j.jecp.2017.07.006
  • Aini, M., & Laily, P. (2010). Preparedness of Malaysian preschool educators for environmental education. Pertanika Journal of Social Sciences & Humanities, 18(2), 271-283.
  • Ata, N. (Eds.). (2019). Nature education in early childhood. Cumhuriyet Kindergarten Publications.
  • Avcı, F., Akdeniz, E. C., & Güzel Akdeniz, M. (2022). Doğa temelli eğitim [Nature-based education]. F. Avcı (Ed.), In nature-based education in the light of contemporary approaches in early childhood education (pp. 12-37). Efe Academy.
  • Bal, E., & Kaya, G. (2020). Investigation of forest school concept by forest school teachers' viewpoints. International Electronic Journal of Environmental Education, 10(2), 167-180.
  • Basile, C. G. (2000). Environmental education as a catalyst for transfer of learning in young children. Journal of Environmental Education, 32(1), 21-28. https://doi.org/10.1080/00958960009598668
  • Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling reading ability gain in kindergarten children during covid-19 school closures. Int J Environ Res Public Health, 17(17). https://doi.org/10.3390/ijerph17176371
  • Barrable, A. (2019). Refocusing environmental education in the early years: a brief introduction to a pedagogy for connection. Education Sciences, 9(1). https://doi.org/10.3390/educsci9010061
  • Boardman, K. (2019). 'Too young to read': early years practitioners' perceptions of early reading with under-threes. International Journal of Early Years Education, 28(1),81-96. https://doi.org/10.1080/09669760.2019.1605886
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/qrj0902027
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  • Burns, E. A., & Manouchehri, B. (2021). Reconnecting children with nature: foundation and growth of the nature schools movement in İran. Interdisciplinary Journal of Environmental and Science Education, 17(3). https://doi.org/10.21601/ijese/10934
  • Caiman, C., Hedefalk, M., & Ottander, C. (2021). Preschool teaching for creative processes in education for sustainable development – invisible animal traces, purple hands, and an elk container. Environmental Education Research, 28(4), 1-19. https://doi.org/10.1080/13504622.2021.2012130
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There are 92 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Vahide Yiğit Gençten 0000-0003-0372-2298

Filiz Aydemir 0000-0002-5996-9153

Publication Date June 30, 2024
Submission Date April 28, 2023
Acceptance Date February 11, 2024
Published in Issue Year 2024 Volume: 12 Issue: 1

Cite

APA Yiğit Gençten, V., & Aydemir, F. (2024). Assessing the Role of Nature in Emergent Reading and Writing Activities in the Early Childhood Curriculum: A Study of Turkish Educational Practices. Okuma Yazma Eğitimi Araştırmaları, 12(1), 1-26. https://doi.org/10.35233/oyea.1289092


Creative Commons Lisansı
Okuma Yazma Eğitimi Araştırmaları / Research in Reading & Writing Instruction Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.