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OKUL ÖNCESİ EĞİTİMİ VE DİYARBAKIR

Yıl 2009, Sayı: 1, 70 - 83, 01.06.2009

Öz

Halen okul öncesi eğitimin önemi ile ilgili yapılan araştırmalar gittikçe daha ikna edici sonuçlar vermeye başlamaktadır. Bir varsayım olarak okul öncesi eğitimin kısa dönemde çocuğun dilini geliştirdiğini, uzun dönemde ise akademik başarılarını arttıracağını söyleyebiliriz. Ancak bunlar okul öncesi eğitimin daha ziyade öğrencinin ilerdeki akademik başarısını arttırmaya yönelik olduğunu, çocuğun büyürken oyun aynama, sosyalleşme ve pek çok doğa olayını öğrenmeye ihtiyacı olmadığı anlamına gelmez. Daha ziyade çocuklar ve onların beyinsel gelişimi hakkında yeni şeyler öğrendikçe çocukların önündeki kritik fırsatlar penceresinin, dil öğrenmesiyle geleceklerini belirleyen pazıların, ortaya çıktığını anlıyoruz

Kaynakça

  • Aksan, Y., & Çakır, Ö. (1997). İlkokul öğrencilerinin yazılı anlatımlarının metinsellik ölçütleri ve metin konusu oluşum açısından değerlendirilmesi. [Evaluation of primary school children’s narratives in terms of textual criteria and development of text topic]In (D. Zeyrek & Ş. Ruhi (Der.), XI. Dilbilim Kurultayı (105-129).
  • Aksu-Koç, A., & von Stutterheim, C. (1994). Temporal relations in narrative: Simultaneity. In R. Berman & D. I. Slobin (Eds.), Relating events in narrative: A crosslinguistic developmental study (393-455). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Aksu-Koç, A. & Erguvanlı-Taylan, E. (1998). The functions of relative clauses in narrative discourse. In Lars Johanson (Ed.), The Mainz Meeting Proceedings of the Seventh International Conference on Turkish Linguistics, August 3-6, 1994. Harrasowitz Verlag, Wiesbaden.
  • Aksu-Koç, A., Örüng, S. & Cesur, S. (1998, July). The effects of a home enrichment programme on literacy skills. Paper presented at the XVth Biennial Meeting of ISSBD, Berne, Switzerland.
  • Aksu-Koç, A., Cesur, S. & Örüng, S. (1999). Pathways to literacy in early childhood II: MOCEP predictors of literacy. ILI Publications.
  • Bekman, S. (1993). Preschool education system in Turkey revisited. International Journal of Early Childhood, 25(1), 13-19.
  • Bekman, S. (1998). A fair chance: An evaluation of the mother-child education program. MOCEF Publications, 13. İstanbul: Yapım Publishers.
  • Berrueta-Clement, J. R., Schweinhart, L. L., Barnett, W. S., Epstein, A., & Weikart, D. ( 1986). Changed Lives: Perry pre-school programme on youths through age 19. In M.F. Hechinger (Ed), Better start: New choices for early learning ( 11-40). New York: Walker Company.
  • Bryant, D. M. (1994). Family and classroom correlates of head start children's developmental outcomes. Early Childhood Research Quarterly, 9, 289-309.
  • Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698.
  • Currie, J., & Thomas, D. (1994). Does head start make a difference? Labor and Population Program Working Paper Series, 94-105, Santa Monica, CA: Rand Corporation.
  • Çakır, Ö. (1996). Büyük ölçekli kuralların ilk öğretim 4. sınıf düzeyinde öğretilebilirliği. [Teachability of macro-level rules in primary school fourth grade] L. Oktar & A. C. Değer (Der.), X. Dilbilim kurultayı bildirileri (233-243).
  • Durgunoğlu, A. Y., & Verhoeven, L. (1998). Literacy development in a multilingual context: Crosscultural perspectives. Mahwah, N.J.: Lawrence Erlbaum.
  • Erguvanlı-Taylan, E. (1987). Tense variation in Turkish narratives. In L. Verhoeven & R. Boeschoten, Studies on modern Turkish (177-188). Tilburg: Tilburg University Press.
  • Hacettepe Üniversitesi Nüfus Etüdleri Enstitüsü (Institute of Population Studies of Hacettepe University) (1999, October). Türkiye Nüfus ve Sağlık Araştırması, 1998. (Turkish Population and Health Studies, 1998) Ankara: Author.
  • Hess, R. D. (1970). Social class and ethnic influences upon socialization. In P. H. Mussen (Ed.), Carmichael’s Manual of Child Psychology (Vol. 2, 3rd ed.). New York: Aldine.
  • İmer, K. (1987). A study of school children’s use of standard Turkish. In L. Verhoeven & R. Boeschoten, Studies on modern Turkish ( 211-217). Tilburg: Tilburg University Press.
  • Kağıtçıbaşı, Ç., (1997). Parent education and child development. In M. E. Young (Ed.), Early child development: Investing in our children's future ( 243-272). New York: Elsewier.
  • Kağıtçıbaşı, Ç., Sunar, D. & Bekman, S. (2001) Long-term effects of early intervention : Turkish low- income mothers and children. Applied Developmental Psychology.
  • Katz, J., Önen, F., Demir, N., Uzlukaya, A. & Uludağ, P. (1974). A Turkish Peabody Picture Vocabulary Test. Hacettepe Bulletin of Social Sciences and Humanities, 6, 129-140
  • Keçik, İ. (1991). Processing skills of elementary school children: A study based on expository text type. Unpublished doctoral dissertation. Hacettepe University, Ankara, Turkey.
  • Keçik, İ. (1993). İlkokul öğrencilerinin özet metinlerinde işlettikleri büyük ölçekli yapı kuralları ve metin türü farklılıklarının etkisi [The rules of macro-level structure applied by primary school children in summarized texts and the effects of text type]. VII. Dilbilim Kurultayı Bildirileri ( 155-162). Ankara: Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Yayınları No: 371.
  • Küntay, A. A. (1997). Extended discourse skills of Turkish preschool children across shifting contexts. Unpublished doctoral dissertation, University of California, Berkeley.
  • Küntay, A. A., & Slobin, D. I. (in press). The acquisition of Turkish as a native language: A research review. Turkic Languages.
  • Lazar, I. & Darlington, R. (1982). Lasting effects of early education: A report from the consortium for longitidunal Studies. Monographs of the Society for Research in Child Development, 47 (2-3, Serial No.195).
  • Myers, R. (1992). The twelve who survive. London: Routledge.
  • Öney, B., & Durgunoğlu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
  • Pehrson, K. L., & Robinson, C. C. (1990). Parent Education: Does it make a difference? Child Study Journal, 20(4), 221-236.
  • Schweinhart, L. J., Barnes, V. H., & Weikart, D. (1993). Significant benefits the high scope perry preschool study through age 27. Monographs of the High/Scope Educational Research Foundation No:10. Ypsilanti, Michigan: High Scope.
  • Upshur, C. C. (1990). Early intervention as preventive intervention. In S.J. Meisells & J.P. Shankoff (Eds.). Handbook of early childhood intervention (pp. 633-650). Cambridge: Cambridge University Press.
  • Verhoeven, L. T. (1988). Acquisition of discourse cohesion in Turkish. S. Koç (Ed.), Studies on Turkish Linguistics (437-451). Ankara: Ortadoğu Teknik Üniversitesi Yayınları
  • Verhoeven, L. (1999, February). Literate competence. Paper presented at Developing Literacy Across Genres, Modalities, and Languages, Tel Aviv University, Israel
  • Gürlek, Müjde (2006). Türkiye Eğitim Sektörü Çalışması. Dünya Bankası Devlet Planlama Teşkilatı.
  • Diyarbakır İl Milli Eğitim Müdürlüğü, Okul Öncesi Eğitimi Bölümü (2008).

PRESCHOOL EDUCATION AND DIYARBAKIR

Yıl 2009, Sayı: 1, 70 - 83, 01.06.2009

Öz

The research on the importance of early childhood education is becoming more and more convincing with each research study conducted around the world. It is now a safe assumption to make that the earlier we can expose children to language, the better their long term academic achievement will be. That is not to say that pre-kindergarten programs must become so highly structured with academic learning that we forget that young kids need to play, socialize, and learn many natural facets of growing up. Rather, the more we learn about children and their brain development, the more we know that there are critical windows of opportunity for children to learn language that unlocks learning puzzles in a child's future

Kaynakça

  • Aksan, Y., & Çakır, Ö. (1997). İlkokul öğrencilerinin yazılı anlatımlarının metinsellik ölçütleri ve metin konusu oluşum açısından değerlendirilmesi. [Evaluation of primary school children’s narratives in terms of textual criteria and development of text topic]In (D. Zeyrek & Ş. Ruhi (Der.), XI. Dilbilim Kurultayı (105-129).
  • Aksu-Koç, A., & von Stutterheim, C. (1994). Temporal relations in narrative: Simultaneity. In R. Berman & D. I. Slobin (Eds.), Relating events in narrative: A crosslinguistic developmental study (393-455). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Aksu-Koç, A. & Erguvanlı-Taylan, E. (1998). The functions of relative clauses in narrative discourse. In Lars Johanson (Ed.), The Mainz Meeting Proceedings of the Seventh International Conference on Turkish Linguistics, August 3-6, 1994. Harrasowitz Verlag, Wiesbaden.
  • Aksu-Koç, A., Örüng, S. & Cesur, S. (1998, July). The effects of a home enrichment programme on literacy skills. Paper presented at the XVth Biennial Meeting of ISSBD, Berne, Switzerland.
  • Aksu-Koç, A., Cesur, S. & Örüng, S. (1999). Pathways to literacy in early childhood II: MOCEP predictors of literacy. ILI Publications.
  • Bekman, S. (1993). Preschool education system in Turkey revisited. International Journal of Early Childhood, 25(1), 13-19.
  • Bekman, S. (1998). A fair chance: An evaluation of the mother-child education program. MOCEF Publications, 13. İstanbul: Yapım Publishers.
  • Berrueta-Clement, J. R., Schweinhart, L. L., Barnett, W. S., Epstein, A., & Weikart, D. ( 1986). Changed Lives: Perry pre-school programme on youths through age 19. In M.F. Hechinger (Ed), Better start: New choices for early learning ( 11-40). New York: Walker Company.
  • Bryant, D. M. (1994). Family and classroom correlates of head start children's developmental outcomes. Early Childhood Research Quarterly, 9, 289-309.
  • Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698.
  • Currie, J., & Thomas, D. (1994). Does head start make a difference? Labor and Population Program Working Paper Series, 94-105, Santa Monica, CA: Rand Corporation.
  • Çakır, Ö. (1996). Büyük ölçekli kuralların ilk öğretim 4. sınıf düzeyinde öğretilebilirliği. [Teachability of macro-level rules in primary school fourth grade] L. Oktar & A. C. Değer (Der.), X. Dilbilim kurultayı bildirileri (233-243).
  • Durgunoğlu, A. Y., & Verhoeven, L. (1998). Literacy development in a multilingual context: Crosscultural perspectives. Mahwah, N.J.: Lawrence Erlbaum.
  • Erguvanlı-Taylan, E. (1987). Tense variation in Turkish narratives. In L. Verhoeven & R. Boeschoten, Studies on modern Turkish (177-188). Tilburg: Tilburg University Press.
  • Hacettepe Üniversitesi Nüfus Etüdleri Enstitüsü (Institute of Population Studies of Hacettepe University) (1999, October). Türkiye Nüfus ve Sağlık Araştırması, 1998. (Turkish Population and Health Studies, 1998) Ankara: Author.
  • Hess, R. D. (1970). Social class and ethnic influences upon socialization. In P. H. Mussen (Ed.), Carmichael’s Manual of Child Psychology (Vol. 2, 3rd ed.). New York: Aldine.
  • İmer, K. (1987). A study of school children’s use of standard Turkish. In L. Verhoeven & R. Boeschoten, Studies on modern Turkish ( 211-217). Tilburg: Tilburg University Press.
  • Kağıtçıbaşı, Ç., (1997). Parent education and child development. In M. E. Young (Ed.), Early child development: Investing in our children's future ( 243-272). New York: Elsewier.
  • Kağıtçıbaşı, Ç., Sunar, D. & Bekman, S. (2001) Long-term effects of early intervention : Turkish low- income mothers and children. Applied Developmental Psychology.
  • Katz, J., Önen, F., Demir, N., Uzlukaya, A. & Uludağ, P. (1974). A Turkish Peabody Picture Vocabulary Test. Hacettepe Bulletin of Social Sciences and Humanities, 6, 129-140
  • Keçik, İ. (1991). Processing skills of elementary school children: A study based on expository text type. Unpublished doctoral dissertation. Hacettepe University, Ankara, Turkey.
  • Keçik, İ. (1993). İlkokul öğrencilerinin özet metinlerinde işlettikleri büyük ölçekli yapı kuralları ve metin türü farklılıklarının etkisi [The rules of macro-level structure applied by primary school children in summarized texts and the effects of text type]. VII. Dilbilim Kurultayı Bildirileri ( 155-162). Ankara: Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Yayınları No: 371.
  • Küntay, A. A. (1997). Extended discourse skills of Turkish preschool children across shifting contexts. Unpublished doctoral dissertation, University of California, Berkeley.
  • Küntay, A. A., & Slobin, D. I. (in press). The acquisition of Turkish as a native language: A research review. Turkic Languages.
  • Lazar, I. & Darlington, R. (1982). Lasting effects of early education: A report from the consortium for longitidunal Studies. Monographs of the Society for Research in Child Development, 47 (2-3, Serial No.195).
  • Myers, R. (1992). The twelve who survive. London: Routledge.
  • Öney, B., & Durgunoğlu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
  • Pehrson, K. L., & Robinson, C. C. (1990). Parent Education: Does it make a difference? Child Study Journal, 20(4), 221-236.
  • Schweinhart, L. J., Barnes, V. H., & Weikart, D. (1993). Significant benefits the high scope perry preschool study through age 27. Monographs of the High/Scope Educational Research Foundation No:10. Ypsilanti, Michigan: High Scope.
  • Upshur, C. C. (1990). Early intervention as preventive intervention. In S.J. Meisells & J.P. Shankoff (Eds.). Handbook of early childhood intervention (pp. 633-650). Cambridge: Cambridge University Press.
  • Verhoeven, L. T. (1988). Acquisition of discourse cohesion in Turkish. S. Koç (Ed.), Studies on Turkish Linguistics (437-451). Ankara: Ortadoğu Teknik Üniversitesi Yayınları
  • Verhoeven, L. (1999, February). Literate competence. Paper presented at Developing Literacy Across Genres, Modalities, and Languages, Tel Aviv University, Israel
  • Gürlek, Müjde (2006). Türkiye Eğitim Sektörü Çalışması. Dünya Bankası Devlet Planlama Teşkilatı.
  • Diyarbakır İl Milli Eğitim Müdürlüğü, Okul Öncesi Eğitimi Bölümü (2008).
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Lokman Toprak Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2009
Yayımlandığı Sayı Yıl 2009 Sayı: 1

Kaynak Göster

APA Toprak, L. (2009). OKUL ÖNCESİ EĞİTİMİ VE DİYARBAKIR. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(1), 70-83.

Dicle University
Journal of Social Sciences Institute (DUSBED)