Çocuğu Tanıma Ve Değerlendirme Eğitimi Ve Uygulamaları Üzerine Bir Araştırma

Year 2023, Volume: 13 Issue: 2, 326 - 344, 10.09.2023

Tuğba Akgök Karaca , Belkıs Tekmen

https://doi.org/10.19126/suje.1301435

Abstract

Bu araştırmanın amacı okul öncesi öğretmen adaylarının ve öğretim elemanlarının görüşlerinden yola çıkarak erken çocukluk eğitimi için temel konulardan biri olan çocuğu tanıma ve değerlendirmenin yeri, önemi, gerekliliği, alandakilerin yeterliliği ve uygulamaları noktasında bütüncül bir bakış açısına ulaşmaktır. Katılımcıları, Ankara ilinde yer alan altı üniversitede çocuğu tanıma ve değerlendirme dersini almış olan 142 okul öncesi öğretmen adayı ve bu üniversitelerde çocuğu tanıma ve değerlendirme dersini yürütmekte olan altı öğretim elemanı oluşturmaktadır. Araştırmanın veri toplama sürecinde doküman analizi, yüz yüze görüşme ve yarı yapılandırılmış ve açık uçlu sorulardan oluşan uzaktan görüşme formları kullanılmıştır. Araştırma sonucunda okul öncesi eğitim paydaşlarının erken çocukluk döneminde çocuğu tanıma ve değerlendirme uygulamalarının kritik bir öneme sahip olduğu, lisans öğrenimindeki çocuğu tanıma ve değerlendirme dersindeki teorik bilgilerin uygulama çalışmaları ile koordine edilmesi gerektiği, hizmet öncesinde yapılabilecek iyileştirmelerin mezun olunduktan sonra sahadaki uygulamalara yansıyacağı ve buradan hareket ile okul öncesi öğretmen adaylarının çocuğu tanıma ve değerlendirme konusundaki yeterliklerini geliştirilmesi gereken noktalar vurgulanmıştır.

Keywords

okul öncesi eğitim, okul öncesi öğretmen yeterlilikleri, çocuğu tanıma teknikleri, erken çocukluk döneminde değerlendirme

A Research on The Education of Child Observation and Assessment

Abstract

Child observation and assessment are deemed as some of the key issues in the field. The objective of this research is to depict a holistic perspective on the significance, necessity, and competency of those training for child observation and assessment, based on the experiences and recommendations of preschool teacher candidates and instructors of the course in the preschool teacher education programs. The participants are comprised of 142 preschool teacher candidates who have taken the child observation and assessment course in six universities in the same province and six instructors responsible for the child observation and assessment course in these universities. A variety of instruments were utilized to gather data, including document analysis, face-to-face interviews, online questionnaire forms including both open-ended, and close-ended questions in this qualitative descriptive study. The findings led to the conclusion that the practices of those involved in preschool education for observing and assessing young children are crucial. The practice and theoretical knowledge base should be aligned when teaching undergraduate students about child observation and assessment. After graduation, field practices will reflect the improvements that are made on undergraduate courses. The significance of raising their awareness of assessment was emphasized in order to close the gaps in the assessment practices of preschool candidates.

Keywords

child observation techniques, preschool education, preschool teacher education, preschool teacher candidates, assessment in early childhood education, evaluation in early childood education

References

• Alper, S., Ryndak, D. L., Schloss, D. N. (2001). Alternative assessment of students with disabilities in inclusive settings. Allyn & Bacon.
• Aras, S. (2019). Okul oncesi ogretmenlerinin bicimlendirici degerlendirme uygulamalarının gelistirilmesi: Isbirlikci eylem arastirmasinin donusturucu rolu. [Improving early childhood teachers’ formative assessment practices: Transformative role of collaborative action research]. International Journal of Curriculum and Instructional Studies, 9(2), 221-240.
• Bayhan, P. (2017). Erken Cocukluk Doneminde Degerlendirme [Evaluation in Early Childhood] (1st ed.). Hedef Cs.
• Can Gul, Ş. (2009). Okul oncesi egitimi ogretmen ve ogretmen adaylarinin 2006 okul oncesi egitim Programinin degerlendirme unsuruna yonelik goruş ve davranislarinin incelenmesi. [Investigaton of early childhood teachers? And student teachers? Perceptions and behaviors about evaluation aspects of 2006 early childhood education programme]. (No: 263329) [Pamukkale University, Master Thesis]. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2nd ed.). Thousand Oaks, CA: Sage.
• Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45(7), 1-7.
• Diffily, D. L. (1994). Early Childhood Educators' Beliefs and Practices about Assessment. Unpublished Doctoral Dissertation. University of North Texas. University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu.
• Durukan, H., & Sahin, M. (2015). Okul oncesi ogretmenlerin olçme ve degerlendirme yonelik inanc ve uygulamalarina iliskin gorusleri. [The views of preschool teachers on practices and beliefs of measurement and evaluation]. Journal of Theory and Practice in Education, 11(2), 534-550.
• Elden, A. (2019). Okul Oncesi Ogretmenlerinin Bicimlendirici Degerlendirme Uygulamalari. [The formative assessment practices of early childhood teachers]. (No: 354302) [Master Thesis, Baskent University]. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Gullo, D. F. (2005). Understanding Assessment and Evaluation in Early Childhood Education. NY: Teachers College.
• Gullo, D. F. & Hughes, K. (2011) Reclaiming kindergarten: Part I. Questions about theory and practice. Early Childhood Education Journal, (38), 323-328.
• Guven, G. (2013). Ilkogretime Hazirlik ve Ilkogretim Programlari. [Primary Education Preparation and Primary Education Programs] (2. ed.). Pegem Akademi Publishing.
• Isikoglu Erdogan, N., & Canbeldek, M. (2017). Erken çocukluk egitiminde olcme ve degerlendirme. [Assessment and evaluation in early childhood education] Abant İzzet Baysal University Journal of Faculty of Education, 17(3), 1306-1327.
• Isikoglu Erdogan, N., Aydogan, S., Efe Kenduzler, S., Dulger Ceylan, E., Aydın, A., & Dinler, H. (2021). Okul oncesi ogretmenlerinin çocuklari degerlendirmedeki yeterlilik duzeyleri ve kullandiklari araclar. [Preschool teachers' competence levels and tools used in child assessment]. Journal of Education for Life, 35(1), 1- 19.
• Karaman, A., & Karaman, P. (2017). Ogretmen adaylarinin bicimlendirici degerlendirme uygulamalarinin incelenmesi: eylem arastirmasi modeli. [Investigating teacher candidates’ use of formative assessment: action research model]. Kastamonu Journal of Education, 25(6), 2385-2400.
• Koh, E.T., Owen, W.L. (2000). Descriptive Research and Qualitative Research. In: Introduction to Nutrition and Health Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1401-5_12
• Kwi-Ok N. & Jung-In K. (2011). Child assessment in early childhood education and care settings in South Korea. Asian Social Science, 7(6), 66-78.
• Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16, 255-256.
• Lidz, C. S. (2003). Early Childhood Assessment. John Wiley & Sons, Inc.
• Luff, P. A. (2010). Ways of Seeing and Knowing Children: A Case Study of Early Years Practitioners’ Understanding and Uses of Child Observation during Their First Year of Employment. [Doctoral dissertation, Anglia Ruskin University]. https://arro.anglia.ac.uk/id/eprint/313586/
• McAfee, O. & Leong, D. J. (2012). Erken Cocukluk Doneminde Gelisim ve Ogrenmenin Degerlendirilmesi ve Desteklenmesi. [Assessing and Guiding Young Children’s Development and Learning]. (B. Ekinci, Eds.) Nobel Publishing.
• Mindes, G. (2007). Assessing Young Children (3rd edition). Merrill Prentice Hall.
• Regoniel, P. A. (2023). Exploring Phenomena: A Brief Guide to Conducting Descriptive Qualitative Research. Research-based Articles. Retrieved on June 13, 2023 from https://simplyeducate.me/2023/04/10/descriptive-qualitative-research/
• Riley, K., Miller, G. E., & Sorenson, C. (2016). Early childhood authentic and performance- based assessment. A. Garro (Eds.). Early Childhood Assessment in School and Clinical Child Psychology in (p. 95- 119). New York: Springer.
• Smith, K.E. (1997). Student teachers' beliefs about developmentally appropriate practice: Pattern, stability, and the influence of locus of control. Early Childhood Research Quarterly, 12, 221-243.
• Snow, C. E. & Van Hemel, S. B. (2008). Early Childhood Assessment: Why, What, and How? Board on Children, Youth and Families, Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. The National Academies Press.
• Taner, G. (2005). Bireyi tanıma tekniklerinin okul oncesi egitim kurumlarinda uygulanmasina iliskin ogretmen goruslerinin incelenmesi. [A study about the point of views of the teachers on the issue of the techniques of individual identification and practising it in preschool education classes]. (No: 190587). [Master Thesis, Selcuk University]. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Turupcu, A. (2014). Okul Oncesi Egitimde Bir Degerlendirme Araci Olarak Gozlem: Ogretmenlerin Gorusleri ve Uygulamalari Uzerine Bir Fenomenolojik Durum Calismasi. [Observation as an assessment tool in early childhood education: A phenomenological case study of teacher views and practices] (No: 379968) [Master Thesis, METU] https://tez.yok.gov.tr/UlusalTezMerkezi/
• Tuzcuoglu, N. (2017). Bireyi Tanıma Teknikleri [Individual Recognition Techniques]. B. Aydın (Eds.), p. 154-211. Pegem Akademi Publishing.
• Turkoglu B. (2017). Okul oncesi ogretmenleri ile ogretmen adaylarinin cocugu tanima ve degerlendirme surecine iliskin goruslerinin Incelenmesi [Investigation of preschool teachers and pre-service preschool teachers’ opinions regarding the process of recognition and evaluation of the child]. Eyuder. e-ISBN 978-975-2490-20-8 (p. 28-40).
• Ulusoy, N. (2019). Okul oncesi ogretmenlerinin cocugu tanima ve degerlendirme tekniklerine yonelik tutumlarinin incelenmesi [Investigation of preschool teachers‟ attitudes towards child recognition and evaluation techniques]. [Master Thesis, Gazi University] https://avesis.gazi.edu.tr/dosya?id=db69ad1c-8c53-49c6-8249-9bd5ec6b0446
• Uzun, U. (2013). Farkli turlerde egitim hizmeti veren okul oncesi egitim kurumu ogretmenlerinin olcme ve degerlendirme yeterliliklerine ait gorusleri. [Opinions of preschool education institution teachers providing educational services in different types on measurement and evaluation competencies]. (No: 348980) [Yeditepe University, Master Thesis]. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Yigit, C., Ozyurt, M., & Adıyaman, H. (2019). Okul oncesi ogrencilerinin programin kazanimlarına ulasmadurumlarinin degerlendirilmesine iliskin bir model onerisi. [A model proposal to assess pre-school students’ level of achieving the learning standards]. Journal of Theory and Practice in Education, 15(3), 237-252. DOI: 10.17244/eku.444573
• Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Arastirma Yontemleri. [Qualitative Research in Social Sciences]. (9. Ed.) Seckin Publishing.
• Yılmaz Topuz, G. (2015). Okul oncesi egitim ogretmenlerinin cocuklari tanima ve degerlendirme amacli yapilan calismalara iliskin gorusleri. [The opinions of the pre-school teachers about the works conducted for identification and assessment of children]. (No: 395173) [Master Thesis, Anadolu University]. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Yılmaz Topuz, G., & Erbil Kaya, Ö. M. (2016). Okul oncesi egitim ogretmenlerinin cocuklari tanima ve degerlendirme amacli yapilan çalismalara iliskin goruşleri. [The opinions of the preschool teachers about the works conducted for identification and assessment of children] Anadolu Journal of Educational Sciences International, 6 (1), 27-62.