Okul Öncesi Öğretmenlerinin Dil Gelişiminde Gereksinimi Olan Çocuklara Yaptıkları Bireysel Uygulamaların İncelenmesi

Öz

Pandemi süreciyle birlikte artan teknoloji kullanımı ve yetersiz sosyal etkileşimin çocuklar arasında dil ve konuşma bozukluklarının ve sosyal iletişim problemlerinin yaygınlaşmasına ve sınıflarda dil gelişimi farklılık gösteren çocukların artmasına neden olmuştur. Öğretmenlerin uygulamalarında gelişimsel özellikler kadar çocukların bireysel farklılıklarını da göz önünde bulundurması gerekliliği MEB tarafından vurgulanmaktadır. Bu araştırmada sınıfında dil gelişimi akranlarından farklı olan çocuklar bulunan okul öncesi öğretmenlerinin yaptıkları bireysel uygulamalar incelenmiştir. Araştırma, nitel araştırma desenlerinden temel nitel araştırması olarak tasarlanmıştır. Araştırmanın çalışma grubu ölçüt örnekleme yöntemiyle seçilerek, ölçütleri sağlayan 10 okul öncesi öğretmeni seçilmiştir. Veri toplama süreci çevrimiçi bir platform üzerinden yarı yapılandırılmış görüşme soruları aracılığıyla gerçekleşmiştir. İçerik analizi yöntemi kullanılarak analiz edilen veriler sonucunda, öğretmenlerin dil gelişiminde gereksinimi olan çocuklara yaptıkları bireysel uygulamalar, bu uygulamaları tercih etme nedenleri, uygulamaların avantaj ve dezavantajları ve okul öncesi dönemdeki çocukların dil gelişimine yönelik genel görüşleri temaları ortaya çıkmıştır.

Anahtar Kelimeler

• Okul öncesi eğitim
• gelişime uygun uygulamalar
• bireysel farklılıklar
• dil gelişimi
• öğretmen uygulamaları

An Examination of Individualized Practices Implemented by Pre-school Teachers for Children with Language Development Needs

Öz

Increased use of technology and insufficient social interaction during the pandemic have led to language and speech disorders and social communication problems among children, resulting in a rise in the number of children with varying levels of language development in classrooms. The MoNE emphasizes the need for teachers to consider children's individual differences and developmental levels. This study examined the individual practices of preschool teachers, including those for children whose language development differs from that of their peers. The research was designed as a qualitative study. The study group included 10 preschool teachers, selected via criterion sampling. Data were collected using semi-structured interviews on an online platform. Data were analyzed using content analysis, revealing themes related to the individualized practices teachers implemented for children with language development needs, the reasons for choosing these practices, their advantages and disadvantages, and general views on language development in preschool children.

Anahtar Kelimeler

• Preschool education
• developmentally appropriate practices
• individual differences
• language development
• teacher practices

Kaynakça

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