Zenginleştirilmiş Oyun Ortamında Meraklı -Çocuk e-Twinning Projesine İlişkin Erken Çocukluk Eğitimcilerinin Görüşleri

Yıl 2024, , 167 - 185, 30.11.2024

Sinem Erener Ünal , Belma Tuğrul

https://doi.org/10.12984/egeefd.1474564

Öz

Araştırma 2021-2022 eğitim öğretim döneminde, bir vakıf üniversitesi Okul Öncesi Eğitimi Doktora Programı “Oyun Araştırmaları” dersi kapsamında planlanan “Zenginleştirilmiş Oyun Ortamında Meraklı Çocuk (ZOOM-Ç)” isimli e-Twinning Projesine etkin katılım sağlayan erken çocukluk eğitimcilerinin projeye ilişkin görüşlerini ortaya koymayı amaçlamaktadır. Çalışma grubunu projeye aktif katılım sağlayan ve amaçlı örnekleme yoluyla seçilmiş 28 erken çocukluk eğitimcisi oluşturmaktadır. Araştırma nitel perspektifli bir çalışma olup; araştırmada nitel araştırma metotlarından biri olan eylem araştırması deseni kullanılmıştır Öğretmen görüşlerinin derinleştirmesine incelenebilmesi için yarı yapılandırılmış görüşme formu ve metaforik algı formu aracılığıyla veriler toplanmıştır. Veri analizi sürecine açık kodlama yapılarak başlanmıştır. Eksensel kodlama ile erken çocukluk eğitimcilerinin yanıtları doğrultusunda ana temalar ve alt temalar ortaya çıkarılmıştır. Son aşamada seçici kodlama ile kodlara son hali verilmiştir. Araştırma ile açık uçlu materyallerin eğitim ortamlarında yer almasının çocuklar, eğitimciler ve ebeveynler açısından oldukça olumlu yanları olduğu görülmüştür. Açık uçlu materyallerin eğitim ortamına entegre edilmesinin çocukların oyun ve oyuncak seçimlerinde değişiklik oluşturduğu anlaşılmıştır. Açık uçlu materyallerin kaliteli oyun deneyimleri sağlayarak, çocukların oyunlarında açık uçlu materyalleri tercih etme eğilimlerinin arttığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

Erken çocuk eğitimi, açık uçlu materyaller, erken çocukluk eğitimcisi, e-Twinning

Early Childhood Educators' Opinions on the Curious-Child e-Twinning Project in an Enriched Play Environment

Öz

The research aims to reveal the views of early childhood educators who actively participated in the e-Twinning Project named “Curious Child in Enriched Play Environment (ZOOM-Ç)” planned within the scope of a foundation university's Preschool Education Doctoral Program “Play Research” course in the 2021-2022 academic year. The study group consists of 28 early childhood educators who actively participated in the project and were selected through purposive sampling. Data were collected through a semi-structured interview form and a metaphorical perception form in order to examine teachers' views in depth. The data analysis process started with open coding. With axial coding, main themes and sub-themes were revealed in line with the responses of early childhood educators. In the last stage, the codes were finalized with selective coding. The study revealed that the inclusion of open-ended materials in educational environments has very positive aspects for children, educators and parents. It was understood that the integration of open-ended materials into the educational environment led to changes in children's choice of games and toys. It was concluded that open-ended materials provided quality play experiences and increased children's tendency to prefer open-ended materials in their play.

Anahtar Kelimeler

Early childhood education, Open-ended materials, Early childhood educator, e-Twinning

Kaynakça

• Allen, C. D., & Penuel, W.R., (2015). Studying teachers’ sensemaking to investigate teachers’ responses to professional development focused on new standards. Journal Of Teacher Education, 66, 136–149. doi:10.1177/0022487114560646
• Anagün, Ş. S. (2008). İlköğretim beşinci sınıf öğrencilerinde yapılandırmacı öğrenme yoluyla fen okuryazarlığının geliştirilmesi: Bir eylem araştırması. (Yayınlanmamış Doktora Tezi). Anadolu Üniversitesi, Eskişehir.
• Bairaktarova, D., Demetra, E., Aikaterini, B., & Sean, B. (2011). Early engineering in young children’s exploratory play with tangible materials. Children Youth and Environments, 21, 212–35. https://doi.org/10.1353/cye.2011.0014
• Beaudin, H. (2021). One person’s junk ıs a teacher’s treasure: learning with loose parts. exchange. Washington: Exchange Press Book. http://www.exchangepress.com/article/one-persons-junk-is-a-teachers-treasure-learning-with-loose-parts/5024683
• Beloglovsky, M., & Daly, L. (2015). Early learning theories made visible. St. Paul:Redleaf Press. Bobbitt, Z. (2021). Cohen’s kappa statistic: definition & example. Statology. https://www.statology.org/cohens-kappa-statistic/
• Büyüköztürk, Ş. (2012). Bilimsel araştırma yöntemleri. Ankara:Pegem Akademi.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
• Casey, T., & Robertson, J. (2016) Loose parts play: A toolkit. Inspiring Scotland, Edinburgh. https://www.inspiringscotland.org.uk/wp-content/uploads/2017/03/Loose-Parts-Play-web.pdf
• Casey, T., & Robertson, J. (2017). Resources for playing – providing loose parts to support children’s play: A toolkit. Play Wales. https://play.wales/wp-content/uploads/2023/03/loose-parts-toolkit.pdf
• Corbin, J. & Strauss, A. (2008). Basics of qualitative research (3rd Ed.). California: Sage Publications. Costello, P. (2007). Action research. London:Continuum Books.
• Creswell, J. W. (2018). Qualitative inquiry and research design: Choosing among five traditions (4nd Ed.). California: Sage Publications.
• Creswell, J.W. & Miller, D.L. (2000). Determining validity in qualitative ınquiry. Theory into Practice, 39, 124-130. http://dx.doi.org/10.1207/s15430421tip3903_2
• Curtis, D., & Carter, M. (2005). Rethinking early childhood environments to enhance learning. YC Young Children, 60(3), 34-38.
• Daly, L., & Beloglovsky, M. (2015). Loose parts: Inspiring play in young children. St. Paul:Redleaf Press.
• Drew, W. F., & Rankin, B. (2004). Promoting creativity for life using open-ended materials. YC Young Children, 59(4), 38-45.
• Emslie, A., & Mesle, C. R. (2009). Play: The use of play in early childhood education. Gyanodaya: The Journal of Progressive Education, 2(2), 1-26.
• Engelen, L., Wyver, S., Perry, G., Bundy, A., Chan, T. K. Y., Ragen, J., Bauman, A., & Naughton, G. (2018). Spying on children during a school playground intervention using a novel method for direct observation of activities during outdoor play. Journal of Adventure Education and Outdoor Learning, 18(1), 86-95. https://doi.org/10.1080/14729679.2017.1347048
• Fjortoft, I., & Sageie, J. (2000). The natural environment as a playground for children: Landscape description and analysis of a natural landscape. Landscape and Urban Planning, 48, 83-97.
• https://doi.org/10.1016/S0169-2046(00)00045-1 Garwood, S. G. (1982). Piaget and play: Translating theory into practice. Topics in Early Childhood Special Education, 2(3), 1-13.
• Gull, C., Bogunovich, J., Levenson, S. G., & Rosengarten. T. (2019). Definitions of loose parts in early childhood outdoor classrooms: A scoping review. International Journal of Early Childhood Environmental Education, 6, 37–52.
• Guyton, G. (2011). Using toys to support infant-toddler learning and development. Bank Street. https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1006&context=faculty-staff
• Howe, N., JLeach, J., & DeHart. G. (2022). “This is a mailbox, right?”: Associations of play materials with siblings’ and friends’ shared meanings during pretend play. Journal Of Early Childhood Research 20, 80–92.
• James, D. (2012). Survey of the impact of Scrapstore PlayPod in primary schools. Children’s Scrapstore PlayPod, Issue. D. J. Ltd. https://static1.squarespace.com/static/5af18f19f793926c5c8fc498/t/5b1e92df1ae6cf9e5535dbd3/1528730360039/CSS+Head+Teachers+Report+-+Branded.pdf
• Johnson, A.P. (2005). A short guide to action research. Boston: Pearson Publishing.
• Ketelaar, E., Beijaard, D., Boshuizen, H.P.A. & Den Brok, P. J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and Teacher Education, 28, 273–282. https://doi.org/10.1016/j.tate.2011.10.004
• Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4, 70–95.
• Lester, S., & Maudsley, M. (2007). Play, naturally: A review of children's natural play. London:National Children's Bureau Enterprises Ltd.
• Luttenberg, J., Veen, K. van, & Imants, J. (2011). Looking for cohesion: the role of search for meaning in the interaction between teacher and reform. Research Papers in Education, 28(3), 289–308. https://doi.org/10.1080/02671522.2011.630746
• Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of play equipment and loose parts on preschool children's outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36-63. https://doi.org/10.1353/cye.2008.0025 McInnes, K., Howard, J., Miles, G., & Crowley, K. (2011). Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play. Early Years, 31(2), 121–133. https://doi.org/10.1080/09575146.2011.572870
• Mills, G.E. (2003). Action research: teachers as researchers in the classroom. California:Sage Publications.
• Mundy, P. & Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16, 269–74. https://doi.org/10.1111/j.1467-8721.2007.00518.x
• Neill, P. (2013). Open-ended materials belong outside too. High Scope, 27(2), 1-8. Nicholson, S. (1971). How not to cheat children: The theory of loose parts. Landscape Architecture, 62(2), 30–34.
• Pellegrini, A. D., & Bjorklund, D.F. (2004). The ontogeny and phylogeny of children’s object and fantasy play. Human Nature, 15, 23–43. https://doi.org/10.1007/s12110-004-1002-z
• Pepler, D. J., & Ross, H. S. (1981). The effects of play on convergent and divergent problem solving. Child Development, 52(4), 1202–1210. https://doi.org/10.2307/1129507
• Petersen, E. (2014). Creating with open-ended materials. Retrieved from. http://www.earlychildhood.com Ramazan, O. (2013). Oyun etkinlikleri II: Çocuk ve oyun (R. Zembat, Ed.). Atatürk Üniversitesi Açık Öğretim Fakültesi Yayını.
• Schaefer, R. (2016). Teacher inquiry on the influence of materials on children’s learning. YC Young Children, 71, 64–73.
• Schmidt, M., & Datnow, A. (2005). Teachers’ sense-making about comprehensive school reform: the influence of emotions. Teaching and Teacher Education, 21, 949–965. https://doi.org/10.1016/j.tate.2005.06.006
• Scott-McKie, L., & T. Casey. (2017). Play types toolkit. Bringing more play into the school day. Play Scotland. https://www.playscotland.org/wp content/uploads/Play-Scotland-Play-Types-Tooolkit-bringing-more-play-into-the-school-day.pdf
• Segatti, L., Brown-DuPaul, J., & Keyes, T.L. (2003). Using everyday materials to promote problem solving in toddlers. Young Children, 58, 12.
• Shabazian, A. N., & Li Soga.C. (2014). Infants and toddlers: making the right choice simple: Selecting materials for infants and toddlers. YC Young Children, 69, 60–65.
• Shirrell, M., Hopkins, M., & Spillane, J. P. (2018). Educational infrastructure, professional learning, and changes in teachers’ instructional practices and beliefs. Professional Development in Education, 45(4), 599–613. https://doi.org/10.1080/19415257.2018.1452784
• Spencer, R. A., Joshi, N., Branje, K., McIsaac, J. L. D., Cawley, J., Rehman, L., ... & Stone, M. (2019). Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres. AIMS Public Health, 6(4), 461.
• Spodek, B. (1985). Early childhood education's past as prologue: Roots of contemporary concerns. Young Children, 40(5), 3–7.
• Swadley, G. (2021). Any which way: Loose parts play in the library. Children and Libraries, 19(1), 21. https://doi.org/10.5860/cal.19.1.21
• UNICEF. (2023). What ıs free play and why should you encourage ıt at home? https://www.unicef.org/parenting/child-care/what-isfreeplay#:~:text=Free%20play%20is%20when%20children,the%20plot%2C%E2%80%9D%20explains%20Zaman
• Vandenberghe, R. (1984). Teacher’s role in educational change. British Journal of In-Service Education, 11(1), 14–25. https://doi.org/10.1080/0305763840110103
• Vriens-van Hoogdalem, A. G., de Haan, D. M. P., & Boom, J. (2015). The role of language ability in young children’s cooperation during play and collaborative interactions. Early Child Development and Care, 186(9), 1491–1504. https://doi.org/10.1080/03004430.2015.1108312
• White, J. (2010). Loose parts and flexible thinking. Early Education Journal, 82, 13-15.
• White, R. & Stoecklin, V. (2014). Children’s outdoor play and learning environments. Returning to Nature. www.whitehutchtchinson.com
• Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play. Toy Industries of Europe. https://www.csap.cam.ac.uk/media/uploads/files/1/david-whitebread---importance-of-play-report.pdf