Üstün Yetenekli Çocukların Okul Öncesi Dönemde Yaşadıkları Eğitsel Problemlerin Anne Görüşlerine Göre İncelenmesi

Year 2023, Volume: 24 Issue: 1, 159 - 178, 01.03.2023

Fatma Betül Şenol

https://doi.org/10.21565/ozelegitimdergisi.933677

Cited By: 1

Abstract

Giriş: Üstün yetenekli çocukların gelişimleri okul öncesi dönemde öğretmenleri tarafından fark edilip desteklendiğinde eğitim hayatında yaşadıkları problemlerin en aza ineceği düşünülmektedir. Çalışmanın amacı, üstün yetenekli çocukların okul öncesi dönemde yaşadıkları problemlerin belirlenmesidir. Bu amaçla okul öncesi dönemde üstün yetenekli çocuğu olan annelerinin çocuklarının gelişimleri hakkında bilgilendirilme durumu, çocukların okul öncesi eğitim kurumlarında yaşadıkları eğitsel problemler ve annelerin okul öncesi eğitimden beklentileri anne görüşleri doğrultusunda incelenmiştir.
Yöntem: Çalışma nitel araştırma yöntemlerinden fenomenolojik desende planlanmıştır. Çalışma grubunu, ölçüt örnekleme yöntemi ile belirlenmiş üstün yetenekli çocuğu olan 75 anne oluşturmaktadır. Veriler yarı-yapılandırılmış görüşmelerle toplanmış ve içerik analizi tekniği ile incelenmiştir.
Bulgular: Araştırmanın sonucunda okul öncesi öğretmenlerinin ailelere çocuklarının farklı gelişim özellikleri, öğrenme becerileri, üstün yetenekli olmaları, yaratıcılıkları hakkında bilgi verdikleri görülmüştür. Üstün yetenekli çocukların okul öncesi dönemde yaşadıkları eğitsel problemler uygulanan etkinlik, kullanılan materyaller, öğretmen, akran etkileşimi ve okul temaları altında toplanmıştır. Annelerin okul öncesi eğitimden beklentilerinin ise etkinlik, öğretmen, eğitim ortamı, sosyal duygusal gelişim ve erken tanılama temaları altında toplanmıştır.
Tartışma: Araştırmanın sonucunda üstün yetenekli çocukların çoğunun okul öncesi dönemde öğretmenleri tarafından fark edildiği ancak öğretmenler yeterli müdahalelerde bulunmadıkları için eğitsel problemlerin oluştuğu görülmüştür. Ayrıca ailelerin okul öncesi eğitimden beklentilerinin eğitsel problemleri giderme yönünde olduğu sonucuna ulaşılmıştır.
Sonuç: Üstün yetenekli çocukların okul öncesi dönemde fark edilmeleri potansiyellerini geliştirecek eğitim almalarının başlangıcı niteliğindedir. Dolaysıyla bu çocukların potansiyellerini en üst seviyeye çıkaracak ve yaşadıkları problemleri en aza indirecek eğitsel önlemlerin alınması gerekmektedir.

Keywords

üstün yetenekli çocuk, okul öncesi eğitim, eğitsel problemler, okul öncesi eğitimden beklentiler, okul öncesi öğretmeni, ebeveyn

An Investigation of the Educational Problems of Gifted Children in the Preschool Period According to the Perspectives of Mothers

Abstract

Introduction: When the development of gifted children is noticed and supported by their teachers in the preschool period, the problems they experience in education life become minimized. The aim of the study is to determine the problems experienced by gifted children in the preschool period. For this purpose, the effects of informing mothers about the development of their gifted children in the preschool period, the educational problems experienced by the children in preschool education institutions, and the expectations of mothers from preschool education were examined in line with the perceptions of the mothers.
Method: The study was planned in a phenomenological pattern, one of the qualitative research methods. The study group consists of 75 mothers with gifted children determined through the criterion sampling method. Data were collected through semi-structured interviews and were analyzed with the content analysis technique.
Findings: In the study, it was determined that preschool teachers gave information to families about their children's different developmental characteristics, learning skills, giftedness, and creativity. The educational problems experienced by gifted children in the preschool period were grouped under the themes of the activity applied, the materials used, the teacher, peer interaction, and the school. The expectations of mothers from preschool education were gathered under the themes of activity, teacher, educational environment, social emotional development, and early identification.
Discussion: Since most of the gifted children were noticed in the preschool period by their teachers who did not make adequate interventions, educational problems arose. The expectation of families from preschool education is that their educational problems are solved.
Conclusion: Recognition of gifted children in the preschool period is the beginning of their education process that will improve their potential. Therefore, educational measures should be taken to maximize the potential of these children and to minimize the problems they experience.

Keywords

gifted child, preschool education, educational problems, expectations from preschool education, preschool teacher, parent

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