Erken Çocukluk Eğitimcilerinin Sosyo-kültürel Teori’nin Uygulanabilirliğine İlişkin Görüş, Bilgi ve Öz-Raporlu Uygulamaları

Abstract

Vygotsky’nin sosyo-kültürel teorisi, çocukların bilişsel gelişimlerine ve toplumu önemli bir bileşen alarak öğrenme sürecine odaklanan önemli bir teoridir. Alan yazında, sosyo-kültürel teorinin, erken çocukluk eğitiminde eleştirilen geleneksel bilişsel teorilere bir alternatif sunduğu belirtilmektedir. Öğrenme sürecinde öğretmenin teoriyi algılama biçimi önem taşımaktadır. Çalışma, erken çocukluk eğitimcilerinin Vygotsky'nin sosyo-kültürel teorisine ilişkin görüşlerini, bilgilerini ve öz raporlu uygulamaları araştırmayı amaçlamaktadır. Nitel araştırma yöntemlerinden fenomonolojik araştırma türünü benimseyen bu araştırmada, kolay ulaşılabilir durum örneklemesi yöntemi ile Ankara’da özel anaokullarında görev alan okul öncesi öğretmenlerinden yarı yapılandırılmış görüşme ile veriler toplanmıştır. Veriler, iki araştırmacı tarafından tematik analiz kurallarına uygun olarak kodlanmıştır. Bulgulara göre, öğretmenlerin teorinin bazı uygulamalarını gerçekleştirmelerine rağmen, çoğunun uygulamaların içeriği, özellikle de iskele kurma ve akran öğrenmesi hakkında açık bilgiye sahip olmadıklarını ortaya koymuştur. Bulgular ışığında, öğretmenlere akran öğrenmesi ve iskele kurma konusunda daha fazla destek sunulabileceği önerilmiştir.

Keywords

• Anahtar Kelimeler: Sosyokültürel Teori
• Erken Çocukluk Eğitimcileri
• Uygulanabilirlik
• Görüş
• Bilgi ve Öz-Raporlu Uygulamalar

Views, Knowledge, and Self-Reported Practices of Early Childhood Educators: Sociocultural Theory’s Practicability

Abstract

Vygotsky's Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers' perceptions of the theory may be important in the children's learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotsky’s Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.

Keywords

• Sociocultural Theory
• Early Childhood Educators
• Practicability
• Views
• Beliefs
• Self-Reported Practices

References

1. Barnett, S. (2019). Application of Vygotsky’s Social Development Theory. Journal of Education and Practice. https://doi.org/10.7176/jep/10-35-01
2. Bayhan, P. & Saranlı, A. G. (2010). Vygotsky nin Kuramına Dayanan Kendine Yönelik Konuşma Davranışının Okul Öncesi Dönemdeki Gelişimi ve Uygulamalarda Kullanımı. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 30(3), 819-834. https://dergipark.org.tr/tr/pub/gefad/issue/6740/90612
3. Clapper, T. C. (2015). Cooperative-Based Learning and the Zone of Proximal Development. Simulation & Gaming, 46(2), 148–158. https://doi.org/10.1177/1046878115569044
4. Creswell, J. W. (2007). Qualitative inquiry and research design (2nd ed.). Sage.
5. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Sage.
6. Dewey, J. (1904). The relation of theory to practice in education. Teachers College Record, 5(6), 9-30.
7. Edwards, S. (2003). New Directions: charting the paths for the role of sociocultural theory in early childhood education and curriculum. Contemporary Issues in Early Childhood, 4(3), https://doi.org/10.2304/ciec.2003.4.3.3
8. Edwards, S. (2005). Constructivism does not only happen in the individual: sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. https://doi.org/10.1080/0300443042000230311

9. Eshach, H., Dor-Ziderman, Y., & Arbel, Y. (2011). Scaffolding the “Scaffolding” Metaphor: From Inspiration to a Practical Tool for Kindergarten Teachers. Journal of Science Education and Technology, 20(5), 550–565. https://doi.org/10.1007/s10956-011-9323-2
10. Karaman, N., Sever, M., & Dinçer, Ç. (2023). Evaluation of Teacher's Classroom Practices in the Context of Vygotsky's Cultural-Historical Theory. Eğitimde Nitel Araştırmalar Dergisi, (36). https://doi.org/10.14689/enad.36.1719
11. Keleş, S., & Alisinanoğlu, F. (2014). Observations and Views of Preschool Teachers about Private Speech Term of Vygotsky. Elementary Education Online, 13(1), 205-222.
12. Mayor, M. (2011). Longman Dictionary of Contemporary English (5th ed.). Pearson Education Limited.
13. Mesa, V., & Leckrone, L. (2020). Assessment of mathematics teacher knowledge. Encyclopedia of Mathematics Education, 66-69. Springer.
14. Ministry of National Education [MONE] (2013). Okul Öncesi Eğitim Programı [Early Childhood education program]. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
15. Montero, I. & de Dios, M. J. (2006). Vygotsky was right. An experimental approach to the relationship between private speech and task performance, Estudios de Psicología, 27(2), 175-189. https://doi.org/10.1174/021093906777571709
16. Pajares, M.F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62, 307-332. http://dx.doi.org/10.3102/00346543062003307
17. Pentimonti, J. M., & Justice, L. M. (2010). Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early childhood education journal, 37, 241-248. https://doi.org/10.1007/s10643-009-0348-6
18. Polanyi, M. (1998). Personal knowledge: Towards a post-critical philosophy. Routledge.
19. Smith, P. J. (2018). Early childhood teachers' beliefs and practices related to peer learning: a mixed methods study [Doctoral dissertation, Massey University]. Massy Research Online. http://hdl.handle.net/10179/14223
20. Steele, D. F. (2001). Using Sociocultural Theory to Teach Mathematics: A Vygotskian Perspective. School Science and Mathematics, 101(8), 404-416. https://doi.org/10.1111/j.1949-8594.2001.tb17876.x
21. Tudge, J. & Moll, L. C. (Ed). (1990). Vygotsky, the zone of proximal development, and peer collaboration: Implications for classroom practice. Cambridge University Press.
22. Van Der Stuyf, R. R. (2002). Scaffolding as a Teaching Strategy. Adolescent Learning and Development, 52(3), 5-18.
23. Verenikina, I., & Herrington, J., Montgomerie, C. (Ed.). (2010). Vygotsky in Twenty-First-Century Research. EDMEDIA Conference Proceedings.
24. Vygotsky, L. S., Cole, M. John-Steiner, V., Scribner, S. & Souberman, E. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.
25. Vygotsky, L. S. (1981). The Genesis of Higher Mental Functions. In Wertsc, J. V. (Ed). The Concept of Activity in Soviet Psychology (pp. 144-188). M.E. Sharpe.
26. Vygotsky, L. S. (1989). Concrete Human Psychology. Soviet Psychology, 27(2), 53–77. doi:10.2753/rpo1061-0405270253
27. Wertsch, J. V. (1990). The voice of rationality in a sociocultural approach to mind. In Moll, L. (Ed.). Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology (pp. 111-126). Cambridge University Press.
28. Yıldırım, A., & Şimşek, H. (2021). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (12th ed.). Seçkin Yayıncılık San. Ve Tiç. A.Ş.
29. Zagzebski, L. (2017). What Is Knowledge? In J. Greco, & E. Sosa (Eds.), The Blackwell Guide to Epistemology (pp. 92-116). John Wiley & Sons, Inc. https://doi.org/10.1002/9781405164863.ch3