Comparison Of Outdoor and Indoor Playground Qualifications of State and Private Kindergartens: Case of Malatya Province

Abstract

In this study, it is aimed to contribute to the determination of the most appropriate spatial dimensions by comparing the dimensions of the indoor and outdoor playgrounds in private kindergartens and public kindergartens in Malatya. In this study, document analysis method was used. When the research findings are examined, it is seen that although there are not specifically multi-purpose halls in public schools other than classrooms, the playgrounds of public kindergartens have large areas where students can engage in activities comfortably compared to private institutions. Again, it has been found that public kindergartens have larger areas in indoor playgrounds compared to private kindergartens regarding quotas, in terms of quota based area measurements.In future research, applying motor skill tests to children studying in public kindergartens and private kindergartens, which have two different service standards, will provide detailed and targeted answers about field competencies from the results achieved.

Keywords

• outdoor playground
• indoor playground
• preschool education
• motor development
• physical activity.

Abstract

Bu çalışmada Malatya ilindeki özel anaokulları ve devlet anaokullarında bulunan açık ve kapalı oyun alanlarının ölçülerini karşılaştırarak en uygun mekansal ölçülerin belirlenmesine katkı sağlamak amaçlanmıştır. Bu çalışmada doküman analizi yöntemi kullanılmıştır. Araştırma bulguları incelendiğinde devlet okullarında derslik harici spesifik olarak çok amaçlı salonlar bulunmamakla birlikte, devlet anaokullarının sahip olduğu oyun bahçeleri, özel kurumlara göre öğrencinin rahat aktivitede bulunabileceği geniş alan ölçülerine sahip olduğu görülmektedir. Yine devlet anaokullarının, özel anaokullara göre kapalı oyun alanlarında, alan ölçüleri ile ilgili olarak özel okullar kadar kurallar dahilindeki ölçülerden kontenjana göre daha geniş ölçülerde alanlara sahip olduğu bulgusuna ulaşılmıştır. Gelecekteki araştırmalarda, iki farklı hizmet standardına sahip olan devlet anaokulları ve özel anaokullarında öğrenim gören çocuklara motor beceri testleri uygulanması, ulaşılan sonuçlardan alan yeterlilikleri ile ilgili ayrıntılı ve hedefe yönelik cevaplar alınabilmesini sağlayacaktır.

Keywords

• kapalı oyun alanı
• okul öncesi eğitim
• motor gelişim
• fiziksel aktivite.

References

1. Referans1 Turaşlı N.Okulöncesi Eğitime Giriş. Anı Yayıncılık, Ankara:2007.
2. Referans2 Burchinal, M., Vandergrift, N., Pianta, R., Mashburn, A. Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 2010: 25(2), 166–176. https://doi.org/10.1016/j.ecresq.2009.10.004
3. Referans3 Gordon A, Browne KW. Foundations in Early Childhood Education,10thed.California,Edition Beginnings & Beyond, 2014.
4. Referans4 Mashburn, AJ, Pianta RC, Hamre BK, Downer JT, Barbarin OA, Bryant D, Burchinal M, Early DM, Howes C. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 2008:79(3),732-49. doi: 10.1111/j.1467-8624.2008.01154.x.
5. Referans5 Manning M, Wong G, Fleming C, Garvis S. Is teacher qualification associated with the quality of the early childhood education and care environment? A Meta-Analytic Review. Review of Educational Research, 2019:89-3, 370–415. DOI: 10.3102/0034654319837540
6. Referans6 Pate RR, Pfeiffer KA, Trost SG, Ziegler P, Dowda M.Physical activity among children attending preschools. Pediatrics, 2004:114(5), 1258-63. DOI:10.1542/peds.2003-1088-L
7. Referans7 National Association for Sport and Physical Education. Active Start: A Statement of Physical Activity Guidelines for Children Birth to Five Years. 2. Reston, VA: NASPE Publications; 2009.
8. Referans8 Tortella, P., Haga M., Loras H., Sigmundsson H., Fumagalli, G. Motor skill development in italian pre-school children induced by structured activities in a specific playground. PLoS One, 2016:27, 11(7). doi: 10.1371/journal.pone.0160244

9. Referans9 Packer, M. (1994). Cultural Work on the Kindergarten playground: Articulating the Ground of play. Human Development, 5, (37), 259–276. https://doi.org/10.1159/000278270
10. Referans10 True L, Pfeiffer KA, Dowda M, Williams HG, Brown WH, O'Neill, JR, Pate RR.Motor competence and characteristics within the preschool environment. J Sci Med Sport, 2017: 20(8), 751-755. doi: 10.1016/j.jsams.2016.11.019.
11. Referans11 Williams HG, Pfeiffer KA, O’Neill JR, Dowda M, McIver KL, Brown WH, Pate RR. Motor skill performance and physical activity in preschool children. Obesity, 2008: 16, 1421–1426. doi: 10.1038/oby.2008.214.
12. Referans12 Seefeldt V. Developmental Motor Patterns: Implications for Elementary School Physical Education. In: Nadeau C, Holliwell W, Roberts G, editors. Psychology of Motor Behavior and Sport. Human Kinetics, Champaign, IL, 1980: 315-344
13. Referans13 Stodden D, True L, Langendorfer S, Gao Z. Associations among selected motor skills and health-related fitness: indirect evidence for seefeldt’s proficiency barrier in young adults. Research Quarterly for Exercise and Sport, 2013: 84(2), 397–403.
14. Referans14 Daniels SR, Jacobson MS, McCrindle BW, Eckel RH, Sanner BM. American heart association childhood obesity research summit: Executive report. Circulation, 2009:119(15), 2114–23. DOİ: 10.1161/CIRCULATIONAHA.109.192215
15. Referans15 Timmons BW, Leblanc AG, Carson V, Connor GS, Dillman C, Janssen I, Kho MO, Spence JC, Stearns JA, Tremblay MS. Systematic review of physical activity and health in the early years (Aged 0–4 Years). Appl Physiol Nutr Metab, 2012: 37, 773–92. DOİ:10.1139/h2012-070
16. Referans16 Yao, K. Playground Utilization: A Study on Urban, Community and Neighborhood Park Playgrounds in Manhattan, Kansas.Department of Landscape Architecture / Regional & Community Planning College of Architecture, Planning and Design. Published Doctoral Dissertation, Kansas: Kansas State University, 2015.
17. Referans17 Özel Öğretim Kurumları Standartları Yönergesi. (2021, 13 Haziran). Erişim adresi http://ookgm.meb.gov.tr/meb_iys_dosyalar/2020_03/13113722_OZEL_OYRETYM_kURUMLARI_STANDARTLAR_YONERGESY_11.03.2020_tarihli_ve_5331494_sayYlY_Makam_Oluru.pdf.
18. Referans18 Eğitim Öğretim Yılında Okulöncesi Eğitimde (Resmi+Özel) Okul, Şube, Derslik, Öğretmen ve Öğrenci Sayıları. (2021, 12 Haziran). Erişim adresi http://ooegm.meb.gov.tr/istatistik/Okul_oncesi_sayilari_genel.pdf.
19. Referans19 Early Childhood and School Education. (2021, 5 Haziran). Erişim adresi https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/early-childhood-and-school-education-funding-54_en.
20. Referans20 Encouraging Quality in Early Childhood Education and Care (ECEC). (2021, 5 Haziran) Erişim adresi https://www.oecd.org/education/school/48483436.pdf.
21. Referans21 Chapter 6: Play Areas/Playgrounds and Transportation. (2021, 5 Haziran). Erişim adresi https://nrckids.org/CFOC/Database/6. 5 Haziran 2021. Referans22 Equipment and Playground. (2021, 10 Haziran). Erişim adresi http://www.edu.gov.on.ca/earlyyears/building-equipment-and-playground.html.
22. Referans23 Early Learning. (2021, 5 Haziran). Erişim adresi https://www.gov.scot/publications/space-grow-design-guidance-early-learning-childcare-out-school-care/pages/9/.
23. Referans24 Guidelines for Early Childhood Development Services. (2021, 5 Haziran). Erişim adresi https://www.gov.za/sites/default/files/gcis_document/201409/childhooddev0.pdf. Referans25 Space Requirements. (2021, 5 Haziran). Erişim adresi https://www.education.vic.gov.au/childhood/providers/regulation/Pages/indooroutdoor.aspx#link.