“COLUMN” AS A ‘INFORMATİVE TEXT’ İN CHİLD LİTERATURE

Öz

In this study, column which cannot be found a place to itself in the child literature and which is a type of informative text of which appropriateness is questioned to child is taken as a question. In most of the books that were scanned, “colun” is not mentioned sufficiently, in the books in which “coulumn” is mentioned, it is not studied in detail. Columns takes its place under the title of anecdote in the literature. In the theoretical works written about child literature, anecdote part is just defined, and anecdote is mentioned as a type of folk literature. In this study, the concept of the child literature is emphasized, and the distinction between literature and child literature is discussed. Moreover, the contribution of column to the development of child’s physical, mental intellectual, and language development is emphasized by giving the general properties of column type of writing. Later, the question of how much the column type of writing emphasized in the Turkish course books is tried to be answered. At the end of the study, a text of column is written in the context of second level of primary Turkish programmes by taking the themes and outcomes into consideration. In this study, screening model is used.

Anahtar Kelimeler

• Child literature, columns, teaching of mother tongue.

ÇOCUK YAZININDA ‘BİLGİLENDİRİCİ METİN’ OLARAK ‘KÖŞE YAZISI’

Öz

Bu çalışmada, çocuk edebiyatı literatüründe kendine tam olarak yer bulamamış, çocuğa göreliği sorgulanan bilgilendirici metin türlerinden “köşe yazıları” sorunsallaştırılmıştır. Taranan çocuk edebiyatı kitaplarının büyük kısmında yeterince konu edinmeyen “köşe yazıları”, değinilen kitaplarda ise çok fazla ayrıntılı işlenmemiştir. Köşe yazıları, alan yazınında “fıkra” başlığı altında yer almıştır. Çocuk edebiyatı üzerine kaleme alınmış kuramsal eserlerde, fıkra bölümünde ise genellikle tanımla yetinilmiş daha çok halk edebiyatı ürünü olan fıkra konu edinmiştir. Çalışmada, çocuk edebiyatı kavramı üzerinde durulmuş, edebiyat-çocuk edebiyatı ayrımı tartışılmıştır. Çocuk edebiyatının anadil öğrenimine katkısı da araştırma konusu edilmiştir. Bunun yanında köşe yazısı türünün genel özellikleri verilerek köşe yazılarının çocuğun bedensel, ruhsal, zihinsel ve dil gelişimine katkısı vurgulanmıştır. Daha sonra ilköğretim ikinci kademe Türkçe ders kitaplarında köşe yazısı türüne ne kadar yer verildiği sorusu cevaplanmaya çalışılmıştır. Çalışmanın sonunda ilköğretim ikinci kademe Türkçe programları bağlamında tema-kazanımlar gözetilerek ders kitabında yer alabilecek bir köşe yazısı metni oluşturulmuştur. Çalışmada tarama modeli kullanılmıştır.

Anahtar Kelimeler

• Çocuk edebiyatı, köşe yazıları, ana dili öğretimi.

Kaynakça

1. Binbaşıoğlu, C. (2009). Başlangıçtan Günümüze Eğitim Tarihi. Ankara: Anı Yayıncılık.
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3. Demirel, Ş. (2010). Edebi Metinlerle Çocuk Edebiyatı. Ankara: Pegem Akademi.
4. Emir, S. (1984). Kompozisyon Yazma Sanatı. İstanbul: Türk Dünyası Araştırmaları Vakfı Yayınları.
5. Güleç. H. Geçgel, H. (2006). Ankara: Kök Yayıncılık.
6. Güleryüz, H. (2006). Yaratıcı Çocuk Edebiyatı. Ankara: Pegam Akademi.
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9. Kırkkılıç, A. Akyol, H. “İlköğretimde Türkçe Öğretimi” Ankara: Pegem Akademi. Korkmaz, Z., Ercilasun, A.B, Zülfikar H., Akalın M., Gülensoy T., Parlatır İ., Birinci N., (1990), Türk Dili Kompozisyon Bilgileri. Ankara: YÖK.
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11. MEB. (2005). İlköğretim Türkçe Dersi (6, 7, 8. Sınıflar) Öğretim Programı Kılavuzu. Ankara: Talim ve Terbiye Kurulu Başkanlığı Yayınları.
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16. Şahbaz. N.K. (2008). “Çocuk Edebiyatında İhmal Edilmiş Bir Tür: Deneme”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9, (15), 189-203.
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23. The concept of child literature has been internalized in context of "child" and "literature", and then established to literature by mixing in both of the concept. While the "child" is defined in Turkish dictionary (2005) as "1. young boy or girl; 2. son or daughter, 3. the boy or girl in period between infancy and bachelorhood, literature is defined as " the art of giving form as writing or verbally to the cases, ideas, emotions and imaginations, letters." Oğuzkan (1987) defines child literature as "the name given by expert writers to works that are written for children and have superior art properties." But Sirin (2007:16) answers the question "What is child literature" as; "Child literature is a literature of transition period that prepares child to be an adult sensitively, in addition to make him used to read contributes to developing in terms of literature, art and aesthetic: makes the content, size, language, idea and shape appropriate to children sincerely; reflects to the reality of child, and child’s prospect in appropriate with child’s perception, interest, attention, emotion, mind and imagination, whose origin is child and childhood. "Although there are different definitions of child literature at field writings, general idea is that child literature is written and verbal literature works that feed their cognitive, mental, intellectual sides in parallel with children's development.
24. The main importance of child literature is seen clearly more at teaching mother tongue. Education of mother tongue is done in parallel with linguistic phases in which the child is. These phases are in a configuration that proceeds in a systematic way by following each others. For example new-born child sounds only weepy sounds at the beginning and this lasts for two months. The children who are 3 - 4 learn new words easily at these years and use these words at their speech. They make long sentences. At the kindergarten stage, they are at the stage of declaring the similarities and differences of an object. Concrete vocabulary is wide. At primary school age, their language skills develops more, and they enjoy speaking, the number of abstract words they know rises. Skill of speaking and telling develops effectively at the bachelorhood. It can be formed a relationship between communication with language skill and academic success. Columns which are a writing of an idea include all of the fine points of mother tongue. There are some features that must be at a good column. According to Levent (1974), a good column must have "cultural wealth, keen intelligence, maturity, vision, comprehension and way of describing, and the property of being able to be read with enjoy.
25. In addition to this, Emir (1986) lists the important points of writing a anecdote like this: Language must be clear; the writing must not be literary The subject must be up-to-date or attractive. It must be a close relationship with the reader, and the writing also must be sincere. Especially, it must be attractive, interesting, not tiring. There must be examples as much as possible. I must not be insistent. In that, writer shouldn't try to impose his idea to reader. There must always be respect to the reader (Emir, 1986: 193).
26. It is not mentioned about columns at the child literature field writings. Newspaper articles are stated together with jokes under the category of anecdote and jokes are emphasized more. Newspaper writings are disregarded at child literature. Among 10 child books those are investigated, only 3 of them -Yalcın-Aytas (2002) ; Gurel and his friends (2007) and Kıbrıslı (2010) print column detailed. While other books give only definitions at the columns, at this 3 books, it is stated that definition, and properties of Turkish program and columns for children.
27. A child who has learned reading and writing takes firstly the family, then the teacher and after that the environment as sample at development of basic language skills (Sahbaz, 2008: 196). When the time passed at school at a child’s life is taken into consideration, this period of time is very important in terms of both linguistic development and social and personality development. Especially preparing a wellqualified school book which is one of the basic materials of language teaching definitely contributes positive to this process. However various studies have revealed that this situation has bee disregarded at school books. Ozbay and Cecen (2012) have investigated the distribution of sorts at Milli Egitim and Pasifik publications at their article "Investigation Of Texts At The Turkish School Books (6-8th Grades) In Terms Of Sort And Theme." At this study, there are totally 84 sorts 47 of which is belong to Pasifik publications and 37 belong to MEB publications for 6th, 7th and 8th grades. There are totally 3 texts belonging to column, 1 at MEB, and 2 at Pasifik at 6th grade. When it is thought that there are totally 84 texts, having only 3 columns can be an important support to show that this sort is not given enough importance at school books.
28. At this study, the aim is to place Oktay Akbal's column "Kitap Fuarının Ardından" in school books/child literature books in order to realize the aim of "reading comprehension and analysis", "writing own ideas." There is a visual text and a question at the "Preparation Study" so that students will be able to assimilate the subject and associate it with real life, think about the subject from different perspectives and be informed about the subject. At the reading part, in order to think about the content of the text and argue on it, and asking questions about the texts they read, critical reading is suggested. At the comprehension and analysis of text part, the questions are prepared according to taxonomy developed by Benjamin S. Bloom and his co-workers "Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation." At the language skills relating to text part, at the field of "Basic language skill Listening/Observation" it is foreseen to make students do an activity "I am a sentient spectator." in the direction of acquisition "among the various communication medias following the one that is appropriate with interest, demand and requirements." At the field of "Basic language skill Writing" "Relationship of book and culture" can be given to students as a topic to write about it, in parallel with the acquisition of "Writer of opinion texts." And at the field of "Grammar", they are asked to determine the verbals in the text and do activities of compounding two or more sentences by using verbals in parallel with the acquisition of "They comprehend verbals' functions and their usage features. They use verbals in appropriate with their features."