Anaokulu Dış Mekan Politikalarının ve Fiziksel Ortamların Çocukların Oyun Oynama Olanaklarına Etkisi

Year 2021, Volume: 21 Issue: 1, 52 - 61, 30.06.2021

Mariana Moreira , Gueda Veiga , Frederico Lopes , Rita Cordovil

Abstract

Anaokulunun dış mekan fiziksel ortamlarının ve pedagojik politikaların belirli kalite göstergelerinin varlığı, çocukların oyun davranışını ve motor ve sosyo-duygusallığını etkileyen farklı oyun oynama olanaklarını teşvik ediyor gibi görünmektedir (Berti, Cigala ve Sharmahd, 2019a, 2019b; Houser et al., 2019; Kyttä, 2004; GT Moore, Piwoni ve Kennedy, 2015) Bu makale, 19 anaokulunun dış mekan fiziksel ortamlarının ve pedagojik politikalarının kalitesini analiz etmeyi amaçlayan bir doktora projesinde kullanılacak bir metodoloji sunmaktadır. Gondomar'da (Portekiz), okul öncesi çocukların oyun olanakları üzerindeki etkilerini belirlemek için. İki aşamada kapsamlı bir karma metodoloji uygulanacaktır. İlk aşamada, bir in-loco gözlem ölçeği ve anaokulunun yöneticileri ve eğitimcileri tarafından tamamlanan anketler, dış mekân fiziksel çevresi ve pedagojik politikaların kalitesini değerlendirmek için kullanılacaktır. İkinci aşamada, 2 anaokulu seçilecektir (biri yüksek puanlı diğeri kalite değerlendirmesinde düşük puanlı). Her birinde oyun alanı seçimleri, oyun türleri ve akranlarla etkileşim RFDI sensörleri, katılımcı ve sistematik gözlem ve video kayıtları aracılığıyla analiz edilecektir. Çocukların motor ve sosyo-duygusal yeterliliği, standartlaştırılmış değerlendirme pilleri aracılığıyla değerlendirilecektir. Çocukların anaokulu dış mekânı hakkındaki algıları da çizimler ve röportajlar aracılığıyla analiz edilecek. Anketler, eğitimciler ve ebeveynler tarafından açık havada oyun hakkındaki algılarını değerlendirmek için tamamlanacak. Bu çalışma, çocukların oyun davranışları üzerindeki etkilerini değerlendirerek, açık hava fiziksel ortamı ve anaokullarının pedagojik uygulamaları ile ilgili kalite göstergeleri hakkında bilimsel bilginin artırılmasına katkıda bulunmayı amaçlamaktadır. Bu sorun, açık havada oyun davranışlarının ve hareketlerinin daha kısıtlı olduğu ve kaçınılmaz olarak değiştiği COVID-19 salgınının neden olduğu uzun bir kapanma döneminden sonra özel bir öneme sahiptir (Graber ve diğerleri, 2020; SA Moore ve diğerleri, 2020; Pombo , Luz, Rodrigues ve Cordovil, 2020).

Keywords

dış mekan, çocuk yuvası, politikalar, fiziki çevre, olanaklılık, çocuklar

The Impact of Kindergarten Outdoor Policies and Physical Environments on Children’s Affordances to Play

Abstract

The existence of specific quality indicators of kindergarten outdoor physical environments and pedagogical policies seems to promote different affordances to play, which impacts on children’s play behavior, and on their motor and socio-emotional (Berti, Cigala, & Sharmahd, 2019a, 2019b; Houser et al., 2019; Kyttä, 2004; G. T. Moore, Piwoni, & Kennedy, 2015) This article presents a methodology to be used in a PhD project, which aims to analyze the quality of the outdoor physical environments and pedagogical policies of 19 kindergartens in Gondomar (Portugal), to determine their impact on preschool children's play affordances. A comprehensive mixed methodology will be applied in two stages. At the first stage, an in-loco observation scale, and surveys completed by the kindergarten’s directors and educators will be used to assess the quality of outdoor physical environment and pedagogical policies. In the second stage, 2 kindergartens will be selected (one with high scores and one with low scores in the quality assessment). In each of them, the play yard choices, types of play and interaction with the peers will be analysed through RFDI sensors, participant and systematic observation, and video records. Children’s motor and socio-emotional competence will be assessed through standardized assessment batteries. Children’s perception about the kindergarten outdoor space will also be analyzed trough drawings and interviews. Surveys will be completed by educators and parents to assess their perceptions about outdoor play. This study aims to contribute to increase the scientific knowledge about the quality indicators regarding the outdoors physical environment and pedagogical practices of kindergartens, assessing their impact on children’s play behavior. This issue has particular importance after a long period of lockdown caused by the COVID-19 pandemic, in which outdoor play behaviors and movement were more restricted and have inevitably changed (Graber et al., 2020; S. A. Moore et al., 2020; Pombo, Luz, Rodrigues, & Cordovil, 2020).
Keywords: Outdoor; Kindergarten; Policies; Physical Environment; Affordances; Children; Play

Keywords

outdoor, kindergarten, policies, physical environment, affordances, children, play

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