Oyun Temelli Deneyimlerin Sınıf Ortamı, Öğrencilerin Davranışları, Okul Algıları ve Çatışma Dönüştürme Becerilerine Etkisi

Year 2017, Volume: 6 Issue: 3, 1345 - 1366, 30.10.2017

Mine Göl-güven

https://doi.org/10.14686/buefad.336299

Cited By: 2

Abstract

Araştırmada erken çocukluk gelişim özelliklerine uygun bir ortamın ‘İşbirliği
ve Katılımcılığı Destekleyici Oyun ve Etkinlik Programı (İKDOP)’ aracılığıyla
sağlanmasının etkililiği incelenmiştir. Çalışmanın örneklemini İstanbul iline
bağlı 14 devlet okulunun 1. sınıfları ve bu sınıfların öğrencileri
oluşturmaktadır. İKDOP, 2012-2013 eğitim-öğretim yılının ikinci yarısında
toplam 10 hafta, haftada 2 tam gün uygulanmıştır. Araştırmada kontrol grupsuz
yarı deneysel yöntem deseni kullanılmıştır. İKDOP’un sınıf ortamı, öğrenci
davranışları, öğrencilerin okul algısı ve çatışma dönüştürme becerileri
üzerindeki etkisi ön ve son test verileri karşılaştırılarak araştırılmıştır.
İKDOP’un sınıf ortamı üzerinde istatistiksel anlamda bir fark yaratmadığı fakat
olumlu öğrenci davranışlarının artması, olumsuz öğrenci davranışlarının
azalmasına katkıda bulunduğu bulgular arasındadır. Bu çalışmayla, çocukların
okulda işbirliği ve katılımcılığı destekleyen oyun temelli deneyimler
yaşamasının olumlu çıktılarının ileriki çalışmalara kaynak olması umulmaktadır.

Keywords

oyun, sınıf ortamı, öğrenci davranışları, okul algısı, çatışma dönüştürme becerileri, birinci sınıflar

The Effects of Play-Based Experiences on Classroom Atmosphere, Students’ Behaviors, Students’ School Perceptions, and Conflict Resolution Skills

Abstract

The aim of the study is to investigate the
effectiveness of a program titled ‘Collaborative and Participatory Play-based
Experiences’ on classroom atmosphere, students’ behaviors, students’ school
perceptions, and conflict resolution skills. The program was developed to
provide an environment that is based on early childhood developmental
characteristics. The classrooms and the students of 14 public schools in
Istanbul were made up the sample. The program was implemented in the second
half of the academic year of 2012-2013 for two full days for 10 weeks. Pre and
post test data was collected by using quasi-experimental without the control
group method. No statistically significant effect on the classroom atmosphere
could be found. However, the program made some improvements with regard to
increasing positive students’ behaviors and decreasing negative students’
behaviors. It is hoped that the positive outcomes of this study could shed
light on the future studies that are aimed to provide play-based experiences
for children improving collaboration and participation at schools. 

Keywords

play, classroom atmosphere, student behaviors, school perception, conflict resolution skills, first grades

References

• Aras, S. (2016). Free play in early childhood education: a phenomenological study. Early Child Development and Care, 186(7), 1173-1184, Doi:10.1080/03004430.2015.1083558.
• Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35, 199-207.
• Birleşmiş Milletler Çocuk Hakları Komitesi. (2013). General comment No. 17 on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts (Article 31). http://www.refworld.org/docid/51ef9bcc4.htm (Erişim Tarihi: 2017, 04 Haziran).
• Bredekamp, S. ve Copple, C. (Eds). (2000). Developmentally appropriate practice in early childhood programs. (Rev. ed.). Washington, DC: The National Association for the Education of Young Children (NAEYC).
• Broadhead, P. (1997). Promoting sociability and cooperation in nursery settings. British Educational Research Journal, 23, 513-531.
• Broadhead, P. (2004). Early years play and learning: Developing social skills and cooperation. London: Routledge Falmer.
• Bulunuz, M. (2012). Developing Turkish preservice preschool teachers’ attitudes and understanding about teaching science through play. International Journal of Environmental & Science, 7, 141-166.
• Child Development Project. (1988–2005). Student Questionnaire: Child Development Project for Elementary School Students. Developmental Studies Center. http://www.devstu.org/sites/default/files/media/pdfs/cdp/DSC_ElemSch_scales.pdf
• Durualp, E. ve Aral, N. (2010). Altı yaşındaki çocukların sosyal becerilerine oyun temelli sosyal beceri eğitiminin etkisinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 160-172.
• Einarsdottir, J. (2012). Play and literacy: A collaborative action research project in preschool. Scandinavian Journal of Educational Research, 58, 93-109.
• Elkind, D. (1981). The hurried child: growing up too fast too soon. Reading, Mass: Addison-Wesley Pub. Co.
• Elkind, D. (1987). Miseducation: Preschoolers at risk. New York: Knopf.
• Elkind, D. (2007). The power of play: How spontaneous, imaginative activities lead to happier, healthier children. Cambridge, MA: Da Capo Lifelong.
• Ginsburg, H. P. (2006). Mathematical play and playful mathematics: A guide for early education. D. Singer, R. M. Golinkoff ve K. Hirsh-Pasek (Ed.), Play=Learning: How play motivates and enhances children’s cognitive and social-emotional growth içinde (s. 145-170). New York, NY: Oxford University Press.
• Golly, A. ve Snead, C. (2004). Indicators of an orderly, positive and fully engaged classroom. Eugene, OR.
• Gray, P. (2013). Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. New York, NY: Basic Books.
• Gülay Ogelman, H. (2014). Okul öncesi eğitim kurumlarında serbest zaman etkinliklerinin gözlemlenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(26), 125-138.
• Güven, Ö. ve Yıldız, Ö. (2014). Sınıf öğretmenlerinin oyun ve fiziki etkinlikler dersinden beklentileri. Kastamonu Eğitim Dergisi, 22(2), 525-538.
• Johnson, J., Christie, J. ve Wardle, F. (2005). Play, development and early education. Boston, MA: Pearson Education Inc.
• Katz, L. (1988). Early childhood education: What research tells us. Bloomington, Ind: Phi Delta Kappa Educational Foundation.
• Katz, L. (2015). Lively minds: Distinctions between academic versus intellectual goals for Young Children. Defending the Early Years Publications.
• Koçyiğit, S. ve Başara Baydilek, N. (2015). Okul öncesi dönem çocuklarının oyun algılarının incelenmesi. YYÜ Eğitim Fakültesi Dergisi, 12(I),1-28.
• MEB İstatistikleri (2015-2016). www.meb.gov.tr (Erişim Tarihi: 2017, 06 Haziran).
• Martlew, J., Stephen, C. ve Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years: An International Research Journal, 31(1), 71-83.
• Miller, E. ve Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Alliance for Childhood. http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/kindergarten_report.pdf (Erişim Tarihi: 2017, 04 Haziran).
• NAEYC. (1991). Guidelines for appropriate curriculum content and assessment in programs serving children ages 3 through 8. Position statement of National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education. Young Children, 46, 21–37.
• Observational Checklists for Prosocial Behaviors of Elementary School Children. (n.d.). http://www.lionsquest.org/pdfs/ObservationalChecklistsForProsocialBehaviors.pdf (Erişim Tarihi: 2010, 06 Ocak).
• Pramling Samuelsson, I. ve Johansson, E. (2006). Play and learning—inseparable dimensions in preschool practice, Early Child Development and Care, 176, 47-65.
• Pellegrini, A. D. (2009). Research and policy on children’s play. Child Development Perspectives, 3(2), 131–136.
• Sak, R., Şahin Sak, İ. T. ve Tuncer, N. (2016). Turkish Preschool Children's Perceptions and Expectations Related to 1st-Grade Education. Childhood Education, 92(2), 149-154. Doi: 10.1080/00094056.2016.1150754.
• Tuğrul, B., Metin Aslan Ö., Ertürk, H. G. ve Özen Altınkaynak, Ş. (2014). Anaokuluna Devam Eden Altı Yaşındaki Çocuklar İle Okul Öncesi Öğretmenlerinin Oyun Hakkındaki Görüşlerinin İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 97-116.
• Varol, F. (2012). What they believe and what they do. European Early Childhood Education Research Journal, 21(4), 541-552. Doi:10.1080/1350293X.2012.677309. Walsh, G., Sproule, L., McGuinness, C. ve Trew, K. (2011). Playful structure: a novel image of early years pedagogy for primary school classrooms. Early Years: An International Research Journal, 31(2), 107-119.
• Whitebread, D. (2012). A report on the value of children’s play with a series of policy recommendations. Toy Industries of Europe (TIE).
• Wood, E. ve Attfield, J. (2005). Play, learning and the early childhood curriculum. (2.baskı) London: Paul Chapman.
• Woolf, A. M. (2013). Social and emotional aspects of learning: Teaching and learning or playing and becoming. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 31(1), 28-42.