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Erken Çocukluk Döneminde Geçiş ve Geçiş Süreci

Yıl 2017, Cilt: 3 Sayı: 1, 0 - 0, 01.07.2017

Öz

Son yıllarda erken çocukluk döneminde geçiş, üzerinde önemle durulan konular arasında yer almaktadır. Erken çocukluk döneminde geçiş ev ortamından okula geçiş, kurumlar arası geçiş ve sınıf içerinde etkinlikler arası geçiş şeklinde yer değiştirme olarak yer almaktadır. Bu çalışmada geçiş ve geçiş sürecinin tanımlaması yapılarak, geçiş ilkeleri ve geçiş sürecinin önemi incelenmiştir. Çalışmada ayrıca geçişin kuramsal çerçevesi ve geçiş sürecini etkileyen faktörler ayrıntılı olarak ele alınmıştır. Geçiş konusu ilgili kuramsal çerçevede ekolojik bakış açısı ve sistem yaklaşımı bağlamında ele alınarak geçiş sürecinin destekleyici noktalarına değinilmiştir. Çocuğun bireysel özellikleri, aile, öğretmen, okul ve yönetim öğelerinin geçiş sürecini etkileyen faktörler olarak görülmektedir. Erken çocukluk dönemindeki geçiş basamakları göz önünde bulundurulduğunda anasınıfına ve ilkokula geçiş sürecinde yürütülecek planlamalara ve uygulamalara katkı sağlayacağı düşünülmektedir.

Kaynakça

  • Ackerman, D. J., & Barnett, W.S. (2005). Prepared for kindergarten: What does “readiness” mean? New Brunswick, NJ: National Institute for Early Education Research Preschool Policy Report. Retrieved December 11, 2012 from http://nieer.org/resources/policyreports/report5.pdf.
  • Ahtola, A., Silinkas, G., Poikonen, P., Kontoniemi, M., Niemi, P., & Nurmi, J. (2011). Transition to formal schooling: Do transition practices matter for academic performance? Early Childhood Research Quarterly, 26, 295-302.
  • Allred, C. L. (1997). Transitioning from preschool to school-age programs in a large school system: Factors that influence the placement of children with special needs. Unpublished doctoral thesis, The University of North Carolina, Greensboro.
  • Altın, D. (2014). Annelerin özel gereksinimli çocuklarının okulöncesi dönemden ilkokula geçiş sürecine ilişkin yaşantılarının incelenmesi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Yayınlanmamış yüksek lisans tezi, Eskişehir.
  • Bakkaloğlu, H. (2004). Etkinliğe dayalı müdahale programının 3-6 yaş gelişimsel geriliği olan çocukların geçiş becerilerine etkisi. Yayınlanmamış doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Bakkaloğlu, H. (2008). Okulöncesi geçiş becerilerini değerlendirme ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41 (2), 273-291.
  • Bakkaloğlu, H. (2013). Ebeveynlerin gözüyle özel gereksinimli çocukların erken müdahaleden okulöncesi programlara geçiş süreci. Eğitim ve Bilim, 38 (169), 311-327.
  • Barblett, L., Barratt-Pugh, C., Kilgallon, P., & Maloney, C. (2011). Transition from long day care to kindergarten. Australasian Journal of Early Childhood, 36 (2), 42- 51. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1135&context=ecuworks2011
  • Bay, D. N. ve Şimşek Çetin, Ö. (2014). Anasınıfından ilkokula geçişte yaşanan sorunlar ve çözüm önerileri. International Journal of Social Science, 30 (1), 163-190.
  • Broström, S. (2002). Communication and continuity in the transition from kindergarten to school. In H. Fabian & A. W. Dunlop (Eds.), Transitions in the early years: Debating continuity and progression for children in early education (pp. 52-63). London: Routledge Falmer.
  • Chadwick, D., & Kemp, C. (2002). Critical factors of successful transition to mainstream kindergarten for children with disabilities. Australasian Journal of Special Education, 26, 50-68.
  • Conn-Powers, M.C., Ross-Allen, J., & Holburn, S. (1990). Transition of young children into the elementary education mainstream. Topics in Early Childhood Special Education , 9 (4), 91-105.
  • Çiftçi Tekinaslan, İ., ve Bircan, Ö. (2009). Zihin engelli çocukların anasınıfına geçiş sürecinde ebeveyn gereksinimlerinin belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 9 (1), 63-77.
  • Daley, T. C., Munk, T., & Carlson, E. (2011). A national study of kindergarten transition practices for children with disabilities. Early Childhood Research Quarterly, 26, 409-419.
  • Dereli, E. (2011). Okulöncesi öğretmenleri ile ilköğretim birinci sınıf öğretmenlerinin ilköğretime hazırlık süreci ile ilgili görüşlerinin karşılaştırılarak incelenmesi. Journal of Qafqaz University: An International Journal Philology and Pedagogy, 32, 114-124.
  • Dockett, S., & Perry, B. (2007a). Transition to school: Perceptions, expectations, experiences. Sydney: University of New South Wales Press.
  • Dockett, S., & Perry, B. (2007b). Children’s transition to school: Changing expectations. In A-W. Dunlop & H. Fabian, (Eds.), Informing transitions in the early years: Research, policy and practice (pp. 92-104), Maidenhead: Open University Press.
  • Early, D. M., Pianta, R.C., & Cox, M. J. (1999). Kindergarten teachers and classrooms: A transition context. Early Education and Development, 10 (1), 25-47.
  • Early, D. M., Pianta, R. C., Taylor, L. C., & Cox, M. J. (2001). Transition practices: Findings from a national survey of kindergarten teachers. Early Childhood Education Journal, 28 (3), 199-207.
  • Entwistle, D. R., & Alexander, K. L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. The Elementary School Journal, 98 (4), 351-364.
  • Fabian, H. (2007). Informing transition. In A-W. Dunlop & H. Fabian, (Eds.), Informing transitions in the early years: Research, policy and practice (pp. 3-17), Maidenhead: Open University Press.
  • Fowler, S., Schwartz, I., & Atwater, J. (1991). Perspectives on the transition from preschool to kindergarten for children with disabilities and their families. Exceptional Children, 58, 136-145.
  • Fowler, S. A., & McCollum, J. A. (2000). Supports and barriers to writing an interagency agreement on the preschool transition. Journal of Early Intervention, 23, 294-308.
  • Hains, A. H., Fowler, S. A., & Chandler, L. K. (1987). Planning school transitions: Family and professional collaboration. Washington, DC. Handicapped Children's Early Education Program. (ERIC No: ED291219)
  • Harbin, G., Rous, B., Peeler, N., Schuster, J., & McCormick, K. (2007). Research brief: Desired Family Outcomes of the Early Childhood Transition Process. Lexington, KY: National Early Childhood Transition Center, University of Kentucky. Retrieved August 18, 2012 from http://www.hdi.uky.edu/nectc/Libraries/NECTC_Research_Briefs/Desired_Family_Outcomes_of_the_Early_Childhood_Transition_Process.sflb.ashx
  • Harper, L. J. (2005). Transition voices: Perspectives, concerns, and discontinuities expressed by children, parents and teachers as children transition from a university-affiliated kindergarten to a public school first grade (Unpublished doctoral thesis). Available from ProQuest Dissertations and Theses database. (UMI no: 3198006)
  • Hutinger, P. L. (1981). Transition practices for handicapped young children: What the experts say. Journal of Early Intervention,2, 8-14.
  • Kagan, S. L., & Neuman, M. J. (1998). Lessons from three decades of transition research. The Elementary School Journal, 98 (4), 365- 379. (ERIC No: EJ561642)
  • Kargın, T. , Akçamete, G., ve Baydık, B. (2001). Okulöncesi yaşta işitme engelli çocuğu bulunan ailelerin anasınıfına geçiş sürecindeki gereksinimlerinin belirlenmesi. Özel Eğitim Dergisi, 3(1), 13-24.
  • Kochhar-Bryant, C. A. (2008). Collaboration and system coordination for students with special needs. Upper Saddle River, N.J. : Pearson Merrill Prentice Hall.
  • Kraft-Sayre, M. E., & Pianta, R. C. (2000). Enhancing the transition to kindergarten: Linking children, families, and schools. Charlottesville, VA: University of Virginia, National Center for Early Development and Learning Kindergarten Transition Studies.
  • La Paro, K. M., Pianta, R., & Cox, M. (2000). Kindergarten teachers’ reported use of kindergarten to first grade transition practices. The Elementary School Journal,101 (1), 63-78. (ERIC No: EJ615436)
  • La Paro, M. K., Kraft-Sayre, M., & Pianta, R.C (2003). Preschool to kindergarten transition activities: Involvement and satisfaction of families and teachers. Journal of Research in Childhood Education,17 (2), 147-158.
  • Lazzari, A. M., & Kilgo, J. L. (1989). Practical methods for supporting parents in early transition. Teaching Exceptional Children, 22 (1), 40-43.
  • Le Ager, C., & Shapiro, E.S. (1995). Template matching as a strategy for assessment of and intervention for preschool students with disabilities. Topics in Early Childhood Special Education, 15 (2), 187-218.
  • Lo Casale-Crouch, J. , Mashburn, A. J. , Downer, J. T., & Pianta, R.C. (2008). Pre-kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 23, 124-139.
  • Malone, D. G., & Gallagher, P. (2009). Transition to preschool special education: A review of the literature. Early Education and Development, 20 (4), 584-602.
  • Margetts, K. (1999, July). Transition to school: Looking forward. Paper session presented at the meeting of Australian Early Childhood Association National Conference, Darwin, Retrieved from http://extranet.edfac.unimelb.edu.au/LED/tec/pdf/margetts1.pdf
  • Margetts, K. (2002). Planning the transition programmes. In H. Fabian & A-W. Dunlop, (Eds.), Transitions in the early years: Debating continuity and progression for children in early education (pp. 111-122), London: Routledge Falmer.
  • Mangione, P.L., & Speth, T. (1998). The transition to elementary school: A framework for creating early childhood continuity through home, school, and community partnerships. The Elementary School Journal, 98 (4), 381–398.
  • McIntyre, L. L., Eckert, L. T., Fiese, H. B., Reed, F.D., & Wildenger, K. L. (2010). Family concerns surrounding kindergarten transition: A comparison of students in special and general education. Early Childhood Education Journal, 38, 259-263.
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  • Ramey, S. L., & Ramey, C. T. (1999). Beginning school for children at risk. R.C. Pianta & M.J. Cox, (Eds.), The transition to kindergarten (217-252), Paul H. Brookes Publishing Co.
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  • Tantekin Erden, F. ve Altun, D. (2014). Sınıf öğretmenlerinin okul öncesi eğitim ve okul öncesinde ilköğretime geçiş süreci hakkındaki düşüncelerinin incelenmesi. İlköğretim Online, 13 (2), 481-502.
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  • Yeboah, A. D. (2002). Enhancing transition from early childhood phase to primary education: Evidence from the research literature. Early Years, 22 (1), 51-69.
  • Yıldırım Hacıibrahimoğlu, B. (2013). Özel gereksinimli öğrencilerin ilköğretime geçişte yaşadıkları güçlüklerin belirlenmesi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Yayınlanmamış doktora tezi, Ankara.
Yıl 2017, Cilt: 3 Sayı: 1, 0 - 0, 01.07.2017

Öz

Kaynakça

  • Ackerman, D. J., & Barnett, W.S. (2005). Prepared for kindergarten: What does “readiness” mean? New Brunswick, NJ: National Institute for Early Education Research Preschool Policy Report. Retrieved December 11, 2012 from http://nieer.org/resources/policyreports/report5.pdf.
  • Ahtola, A., Silinkas, G., Poikonen, P., Kontoniemi, M., Niemi, P., & Nurmi, J. (2011). Transition to formal schooling: Do transition practices matter for academic performance? Early Childhood Research Quarterly, 26, 295-302.
  • Allred, C. L. (1997). Transitioning from preschool to school-age programs in a large school system: Factors that influence the placement of children with special needs. Unpublished doctoral thesis, The University of North Carolina, Greensboro.
  • Altın, D. (2014). Annelerin özel gereksinimli çocuklarının okulöncesi dönemden ilkokula geçiş sürecine ilişkin yaşantılarının incelenmesi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Yayınlanmamış yüksek lisans tezi, Eskişehir.
  • Bakkaloğlu, H. (2004). Etkinliğe dayalı müdahale programının 3-6 yaş gelişimsel geriliği olan çocukların geçiş becerilerine etkisi. Yayınlanmamış doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Bakkaloğlu, H. (2008). Okulöncesi geçiş becerilerini değerlendirme ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41 (2), 273-291.
  • Bakkaloğlu, H. (2013). Ebeveynlerin gözüyle özel gereksinimli çocukların erken müdahaleden okulöncesi programlara geçiş süreci. Eğitim ve Bilim, 38 (169), 311-327.
  • Barblett, L., Barratt-Pugh, C., Kilgallon, P., & Maloney, C. (2011). Transition from long day care to kindergarten. Australasian Journal of Early Childhood, 36 (2), 42- 51. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1135&context=ecuworks2011
  • Bay, D. N. ve Şimşek Çetin, Ö. (2014). Anasınıfından ilkokula geçişte yaşanan sorunlar ve çözüm önerileri. International Journal of Social Science, 30 (1), 163-190.
  • Broström, S. (2002). Communication and continuity in the transition from kindergarten to school. In H. Fabian & A. W. Dunlop (Eds.), Transitions in the early years: Debating continuity and progression for children in early education (pp. 52-63). London: Routledge Falmer.
  • Chadwick, D., & Kemp, C. (2002). Critical factors of successful transition to mainstream kindergarten for children with disabilities. Australasian Journal of Special Education, 26, 50-68.
  • Conn-Powers, M.C., Ross-Allen, J., & Holburn, S. (1990). Transition of young children into the elementary education mainstream. Topics in Early Childhood Special Education , 9 (4), 91-105.
  • Çiftçi Tekinaslan, İ., ve Bircan, Ö. (2009). Zihin engelli çocukların anasınıfına geçiş sürecinde ebeveyn gereksinimlerinin belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 9 (1), 63-77.
  • Daley, T. C., Munk, T., & Carlson, E. (2011). A national study of kindergarten transition practices for children with disabilities. Early Childhood Research Quarterly, 26, 409-419.
  • Dereli, E. (2011). Okulöncesi öğretmenleri ile ilköğretim birinci sınıf öğretmenlerinin ilköğretime hazırlık süreci ile ilgili görüşlerinin karşılaştırılarak incelenmesi. Journal of Qafqaz University: An International Journal Philology and Pedagogy, 32, 114-124.
  • Dockett, S., & Perry, B. (2007a). Transition to school: Perceptions, expectations, experiences. Sydney: University of New South Wales Press.
  • Dockett, S., & Perry, B. (2007b). Children’s transition to school: Changing expectations. In A-W. Dunlop & H. Fabian, (Eds.), Informing transitions in the early years: Research, policy and practice (pp. 92-104), Maidenhead: Open University Press.
  • Early, D. M., Pianta, R.C., & Cox, M. J. (1999). Kindergarten teachers and classrooms: A transition context. Early Education and Development, 10 (1), 25-47.
  • Early, D. M., Pianta, R. C., Taylor, L. C., & Cox, M. J. (2001). Transition practices: Findings from a national survey of kindergarten teachers. Early Childhood Education Journal, 28 (3), 199-207.
  • Entwistle, D. R., & Alexander, K. L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. The Elementary School Journal, 98 (4), 351-364.
  • Fabian, H. (2007). Informing transition. In A-W. Dunlop & H. Fabian, (Eds.), Informing transitions in the early years: Research, policy and practice (pp. 3-17), Maidenhead: Open University Press.
  • Fowler, S., Schwartz, I., & Atwater, J. (1991). Perspectives on the transition from preschool to kindergarten for children with disabilities and their families. Exceptional Children, 58, 136-145.
  • Fowler, S. A., & McCollum, J. A. (2000). Supports and barriers to writing an interagency agreement on the preschool transition. Journal of Early Intervention, 23, 294-308.
  • Hains, A. H., Fowler, S. A., & Chandler, L. K. (1987). Planning school transitions: Family and professional collaboration. Washington, DC. Handicapped Children's Early Education Program. (ERIC No: ED291219)
  • Harbin, G., Rous, B., Peeler, N., Schuster, J., & McCormick, K. (2007). Research brief: Desired Family Outcomes of the Early Childhood Transition Process. Lexington, KY: National Early Childhood Transition Center, University of Kentucky. Retrieved August 18, 2012 from http://www.hdi.uky.edu/nectc/Libraries/NECTC_Research_Briefs/Desired_Family_Outcomes_of_the_Early_Childhood_Transition_Process.sflb.ashx
  • Harper, L. J. (2005). Transition voices: Perspectives, concerns, and discontinuities expressed by children, parents and teachers as children transition from a university-affiliated kindergarten to a public school first grade (Unpublished doctoral thesis). Available from ProQuest Dissertations and Theses database. (UMI no: 3198006)
  • Hutinger, P. L. (1981). Transition practices for handicapped young children: What the experts say. Journal of Early Intervention,2, 8-14.
  • Kagan, S. L., & Neuman, M. J. (1998). Lessons from three decades of transition research. The Elementary School Journal, 98 (4), 365- 379. (ERIC No: EJ561642)
  • Kargın, T. , Akçamete, G., ve Baydık, B. (2001). Okulöncesi yaşta işitme engelli çocuğu bulunan ailelerin anasınıfına geçiş sürecindeki gereksinimlerinin belirlenmesi. Özel Eğitim Dergisi, 3(1), 13-24.
  • Kochhar-Bryant, C. A. (2008). Collaboration and system coordination for students with special needs. Upper Saddle River, N.J. : Pearson Merrill Prentice Hall.
  • Kraft-Sayre, M. E., & Pianta, R. C. (2000). Enhancing the transition to kindergarten: Linking children, families, and schools. Charlottesville, VA: University of Virginia, National Center for Early Development and Learning Kindergarten Transition Studies.
  • La Paro, K. M., Pianta, R., & Cox, M. (2000). Kindergarten teachers’ reported use of kindergarten to first grade transition practices. The Elementary School Journal,101 (1), 63-78. (ERIC No: EJ615436)
  • La Paro, M. K., Kraft-Sayre, M., & Pianta, R.C (2003). Preschool to kindergarten transition activities: Involvement and satisfaction of families and teachers. Journal of Research in Childhood Education,17 (2), 147-158.
  • Lazzari, A. M., & Kilgo, J. L. (1989). Practical methods for supporting parents in early transition. Teaching Exceptional Children, 22 (1), 40-43.
  • Le Ager, C., & Shapiro, E.S. (1995). Template matching as a strategy for assessment of and intervention for preschool students with disabilities. Topics in Early Childhood Special Education, 15 (2), 187-218.
  • Lo Casale-Crouch, J. , Mashburn, A. J. , Downer, J. T., & Pianta, R.C. (2008). Pre-kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 23, 124-139.
  • Malone, D. G., & Gallagher, P. (2009). Transition to preschool special education: A review of the literature. Early Education and Development, 20 (4), 584-602.
  • Margetts, K. (1999, July). Transition to school: Looking forward. Paper session presented at the meeting of Australian Early Childhood Association National Conference, Darwin, Retrieved from http://extranet.edfac.unimelb.edu.au/LED/tec/pdf/margetts1.pdf
  • Margetts, K. (2002). Planning the transition programmes. In H. Fabian & A-W. Dunlop, (Eds.), Transitions in the early years: Debating continuity and progression for children in early education (pp. 111-122), London: Routledge Falmer.
  • Mangione, P.L., & Speth, T. (1998). The transition to elementary school: A framework for creating early childhood continuity through home, school, and community partnerships. The Elementary School Journal, 98 (4), 381–398.
  • McIntyre, L. L., Eckert, L. T., Fiese, H. B., Reed, F.D., & Wildenger, K. L. (2010). Family concerns surrounding kindergarten transition: A comparison of students in special and general education. Early Childhood Education Journal, 38, 259-263.
  • Milli Eğitim Bakanlığı (2013). 2013-2014 Eğitim öğretim uyum programı (Sayı no 2253600). Ankara.https://tegm.meb.gov.tr/meb_iys_dosyalar/2013_09/05015345_doc08399420130905104501.pdf (Erişim tarihi: 15. 12. 2015).
  • Milli Eğitim Bakanlığı (2014). Okulöncesi eğitim ve ilköğretim kurumları yönetmeliği. http://www.resmigazete.gov.tr/eskiler/2014/07/20140726-4.htm (Erişim tarihi: 15. 12. 2015).
  • Morrison, G. S. (1997). Fundamentals of early childhood education. Columbus, Ohio: Merrill.
  • Neuman, J. M. (2002). The wider context: An international overview of transition issues. H. Fabian & A.W. Dunlop (Eds.), Transitions in the early years: Debating continuity and progression for children in early education (1-22), London: Routledge Falmer.
  • Odluyurt, S. (2007). Okulöncesi dönemde gelişimsel yetersizlik gösteren çocuklar için gerekli kaynaştırmaya hazırlık becerilerinin ve bu becerilerden bazılarının etkinlikler içine gömülen eşzamanlı ipucuyla öğretiminin etkilerinin belirlenmesi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Pianta, R. C., Cox, M. J., Taylor, L., & Early, D. (1999). Kindergarten teachers’ practices related to the transition to school: Results of a national survey. The Elementary School Journal, 100 (1), 71-86. (ERIC No: EJ591880)
  • Pinkerton, D. (1991). Preparing children with disabilities for school. ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA. (ERIC No: ED340147)
  • Ramey, S. L., & Ramey, C. T. (1998). The transition to school: Opportunities and challenges for children, families, educators, and communities. The Elementary School Journal, 98 (4), 293- 295.
  • Ramey, S. L., & Ramey, C. T. (1999). Beginning school for children at risk. R.C. Pianta & M.J. Cox, (Eds.), The transition to kindergarten (217-252), Paul H. Brookes Publishing Co.
  • Rice, M. L., & O’Brien, M. (1990). Transitions: Times of change and accommodation. Topics in Early Childhood Special Education,9 (4), 1-14.
  • Rimm-Kaufman, S. E., &Pianta, R. C. (1999). Patterns of family-school contact in preschool, and kindergarten. School Psychology Review, 28 (3), 426- 438.
  • Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21 (5), 491- 551.
  • Rosenkoetter, S. E., Hains, A. H., & Fowler, S. A. (1994). Bridging early services for children with special needs and their families. Baltimore: Paul H. Brookes.
  • Rosenkoetter, S. E. , Whaley, K. T., Hains, A. H. , & Pierce, L. (2001). The evolution of transition policy for young children with special needs and their families. Topics in Early Childhood Special Education, 21 (1), 3-13.
  • Rosenkoetter, S. E., Hains, A. H., & Dogaru, C. (2007). Successful transitions for young children with disabilities and their families: Roles of school social workers. Children and Schools, 9 (1), 25- 34.
  • Rous, B., Hemmeter, M. L., & Schuster, J. (1994). Sequenced transition to education in the public schools: A systems approach to transition planning. Topics in Early Childhood Special Education, 14 (3), 374-393.
  • Rous, B., Harbin, G., & McCormick, K. (2006). “A child outcome framework for the early childhood transition process (National Early Childhood Transition Center Research Brief).” [Online] Retrived November 06, 2015 fromhttp://www.hdi.uky.edu/nectc/Libraries/NECTC_Research_Briefs/A_Child_Outcome_Framework_for_the_Early_Childhood_Transition_Process.sflb.ashx
  • Rous, B., Myers, C. T., & Striclin, S. B. (2007). Strategies for supporting transition of young children with special needs and their families. Journal of Early Intervention, 30 (1), 1-18.
  • Rous, B. , Hallam, R. , Harbin, G. , McCormick, K., & Jung, L. A. (2007). The transition process for young children with disabilities: A conceptual framework. Infants and Young Children, 20 (2), 135-148.
  • Rous, B. , Hallam, R. , McCormick, K. , & Cox, M. (2010). Practices that support the transition to public preschool programs: Results from a national study. Early Childhood Research Quarterly, 25(1), 17-32.
  • Rule, S., Fiechtl, B.J., & Innocenti, M.S. (1990). Preparation for transition to mainstream post-preschool environments: Development of a survival skills curriculum. Topics in Early Childhood Special Education, 9 (4), 78- 90.
  • Russell, F. (2005). Starting school: The importance of parents’ expectations. Journal of Research in Special Educational Needs, 5 (3), 118-126.
  • Salisbury, C. L. (1990). Criterion of the next environment and best practices: Mainstreaming and integration 10 years later. Topics in Early Childhood Special Education, 10 (2).
  • Seo, H. A., & Kang, M. R. (2001). A study on the transition to kindergarten for young children with special needs: Overview of the research literature. Journal of Asia- Pacific Special Education, 1 (2), 75-94.
  • Sitlington, P., Neubert, D. A., & Clark, G. (2010). Transition education and services for adolescents with disabilities (5th ed.) Upper Saddle River, N.J. : Prentice Hall.
  • Stoner, J. , B. , Angell, M. E. , House, J. J., & Bock, S. J. (2007). Transitions: Perspectives from parents of young children with Autism Spectrum Disorder (ASD). Journal Developmental Physical Disabilities, 19 (1), 23- 39.
  • Tantekin Erden, F. ve Altun, D. (2014). Sınıf öğretmenlerinin okul öncesi eğitim ve okul öncesinde ilköğretime geçiş süreci hakkındaki düşüncelerinin incelenmesi. İlköğretim Online, 13 (2), 481-502.
  • Wesley, P. W., & Buysse, V. (2003). Making meaning of school readiness in schools and communities. Early Childhood Research Quarterly, 18 , 351–375.
  • Wolery, M. (1999). Children with disabilities in elementary school. In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 253–280), Paul H. Brookes Publishing Co.
  • Yeboah, A. D. (2002). Enhancing transition from early childhood phase to primary education: Evidence from the research literature. Early Years, 22 (1), 51-69.
  • Yıldırım Hacıibrahimoğlu, B. (2013). Özel gereksinimli öğrencilerin ilköğretime geçişte yaşadıkları güçlüklerin belirlenmesi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Yayınlanmamış doktora tezi, Ankara.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Binnur Yıldırım Hacıibrahimoğlu

Yayımlanma Tarihi 1 Temmuz 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 3 Sayı: 1

Kaynak Göster

APA Yıldırım Hacıibrahimoğlu, B. (2017). Erken Çocukluk Döneminde Geçiş ve Geçiş Süreci. Hacettepe Journal of Educational Research, 3(1).
AMA Yıldırım Hacıibrahimoğlu B. Erken Çocukluk Döneminde Geçiş ve Geçiş Süreci. Hacettepe Journal of Educational Research. Ekim 2017;3(1).
Chicago Yıldırım Hacıibrahimoğlu, Binnur. “Erken Çocukluk Döneminde Geçiş Ve Geçiş Süreci”. Hacettepe Journal of Educational Research 3, sy. 1 (Ekim 2017).
EndNote Yıldırım Hacıibrahimoğlu B (01 Ekim 2017) Erken Çocukluk Döneminde Geçiş ve Geçiş Süreci. Hacettepe Journal of Educational Research 3 1
IEEE B. Yıldırım Hacıibrahimoğlu, “Erken Çocukluk Döneminde Geçiş ve Geçiş Süreci”, Hacettepe Journal of Educational Research, c. 3, sy. 1, 2017.
ISNAD Yıldırım Hacıibrahimoğlu, Binnur. “Erken Çocukluk Döneminde Geçiş Ve Geçiş Süreci”. Hacettepe Journal of Educational Research 3/1 (Ekim 2017).
JAMA Yıldırım Hacıibrahimoğlu B. Erken Çocukluk Döneminde Geçiş ve Geçiş Süreci. Hacettepe Journal of Educational Research. 2017;3.
MLA Yıldırım Hacıibrahimoğlu, Binnur. “Erken Çocukluk Döneminde Geçiş Ve Geçiş Süreci”. Hacettepe Journal of Educational Research, c. 3, sy. 1, 2017.
Vancouver Yıldırım Hacıibrahimoğlu B. Erken Çocukluk Döneminde Geçiş ve Geçiş Süreci. Hacettepe Journal of Educational Research. 2017;3(1).