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Erken Çocuklukta Yapı İnşa Oyunlarına İlişkin Yurt Dışında Yapılan Araştırmaların İncelenmesi

Yıl 2022, Cilt: 9 Sayı: 1, 174 - 187, 28.06.2022
https://doi.org/10.51725/etad.1054245

Öz

Araştırmanın amacı 2015-2021 yılları arasında erken çocuklukta yapı inşa oyunları konusunda yapılan bilimsel araştırmaların; tarandığı veri tabanı, konusu, bilimsel araştırma yöntemi, çalışma grubu, yayın yılı ve yapıldığı ülke boyutları ile incelenmesidir. Araştırma verileri, nitel araştırmalarda veri toplama yöntemi olan doküman analizi/incelemesi ile elde edilmiştir. Amaçlı örnekleme yöntemi kullanılarak belirlenen araştırma örneklemini; ERIC, SpringerLink ve Taylor and Francis veri tabanlarından “constructive play, construction play” anahtar kelimeleri kullanılarak ulaşılan, tam metin erişime açık olan araştırmalar oluşturmaktadır. Bu araştırmada temalar önceden belirlendiği için “betimsel analiz” yapılmıştır. Veriler araştırmacılar tarafından oluşturulan “Yapı İnşa Oyunlarına İlişkin Yurt Dışında Yapılan Araştırmaları İnceleme Formu” dikkate alınarak toplanmıştır. Araştırma sonuçlarına göre; konuyla ilgili en fazla yayın SpringerLink veri tabanında, çocuklarla yapılmıştır. En fazla nicel yöntem kullanılmıştır. ABD en çok yayın yapılan ülke, 2019 en fazla yayın yapılan yıl olmuştur. Diğer yandan araştırmalar en çok; oyun süresi, materyal seçimi ve çocuğun aktif katılımı bağlamında çocukların oyun davranışlarını konu etmiştir.

Kaynakça

  • Avsec, S. ve Sajdera, J. (2019). Factors influencing pre-service preschool teachers’ engineering thinking: Model development and test. International Journal of Technology and Design Education, 29(5), 1105-1132.
  • Balaban-Dağal, A. (2020). Erken Çocuklukta oyun ve oyun yoluyla öğrenme. A. Önder ve H. Arslan Çiftçi (Ed.), Oyun gelişimi içinde (s.49-69). Ankara: Nobel.
  • Berti, S., Cigala, A. ve Sharmahd, N. (2019). Early childhood education and care physical environment and child development: State of the art and reflections on future orientations and methodologies. Educational Psychology Review, 1-31.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün Ö. E., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cherney, I. D., ve London, K. (2006). Gender-linked differences in the toys, television shows, computer games, and outdoor activities of 5-to 13-year-old children. Sex Roles, 54(9), 717-726.
  • Cohen, L., ve Uhry, J. (2007). Young children’s discourse strategies during block play: A Bakhtinian approach. Journal of Research in Childhood Education, 21, 302–315.
  • Copely, J., ve Oto, M. (2006). An investigation of the problem-solving knowledge of a young child during block construction. https://books.google.com.tr/books?id=Zqf8DwAAQBAJ&pg=PA94&lpg=PA94&dq sayfasından erişilmiştir.
  • Creswell, J. W. (2013). Nitel araştirma yöntemleri. Qualitative research methods. (M. Bütün ve S.B. Demir, Çev.). İstanbul: Siyasal.
  • Dede, Y, (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. J.W. Creswell (Ed.), Nitel yöntemler (S. B. Demir, Çev.) içinde (s. 183-213). Ankara: Eğiten.
  • Drew, W. F., Christie, J., Johnson, J. E., Meckley, A. M., & Nell, M. L. (2008). Constructive play: A value-added strategy for meeting early learning standards. YC Young Children, 63(4), 38-44.
  • Durualp, E. ve Aral, N. (2015). Oyun gelişimi ve türleri. A. B. Aksoy (Ed.), Okul öncesi eğitimde oyun içinde (s.32-53). Ankara: Hedef.
  • Goldstein, J. (2012). Play in children's development, health and well-being. Brussels: Toy Industries of Europe.
  • Gray, P. (2009). Play as a foundation for hunter-gatherer social existence. American Journal of Play, 1 (4), 476-522.
  • Hanika, L. ve Boyer, W. (2019). Imitation and social communication in infants. Early Childhood Education Journal, 47(5), 615-626.
  • Hanline, M. F., Milton, S. ve Phelps, P. C. (2010) The relationship between preschool block play and reading and maths abilities in early elementary school: A longitudinal study of children with and without disabilities. Early Child Development and Care, 180(8),1005-1017. https://doi.org/10. 1080/03004430802671171
  • Johnson, J. E., Christie, J. F., ve Wardle, F. (2005). Play, development, and early education. Boston, MA: Allyn and Bacon.
  • Jones, A. E., Henzi, S. P., ve Barrett, L. (2019). A natural history of repetition. Journal of Montessori Research, 5(2), 15-44.
  • Kakia, L., Popov, H. N., ve Arani, A. M. (2015). A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in Tehran. Cogent Education, 2(1), 1100975.
  • Kamii, C., ve DeVries, R. (1980). Group games in early education: Implications of Piaget's theory. Washington, DC: NAEYC.
  • Lynch, M. (2015). Guys and dolls: A qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care, 185(5), 679-693.
  • Maxwell, J. A. (2008). Designing a qualitative study. The SAGE Handbook of Applied Social Research Methods, 2, 214-253.
  • Owens, G., Granader, Y., Humphrey, A., ve Baron-Cohen, S. (2008). LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944-1957.
  • Park, J. (2019). A Comparison of the Pretending Elements between Constructive Play and Pretend Play. Turkish Online Journal of Educational Technology-TOJET, 18(4), 1-6.
  • Park, J. (2019). The qualities criteria of constructive play and the teacher's role. Turkish Online Journal of Educational Technology-TOJET, 18(1), 126-132.
  • Pellegrini, A. D., ve Gustafson, K. (2005). Boys' and girls' uses of objects for exploration, play, and tools in early childhood. A. D. Pellegrini ve P. K. Smith (Eds.), The nature of play: Great apes and humans içinde (ss. 113–135). New York: Guilford.
  • Sando, O. J. (2019). The physical indoor environment in ECEC settings: children’s well- being and physical activity. European Early Childhood Education Research Journal, 27(4), 506-519.
  • Shetty, P. P., Laila, N., ve Rai, A. (2015). Play in India: A Comparison between children from different Socio-economic groups. J Dent Med Sci, 14(7), 124-128.
  • Stannard, L. , Wolfgang, C. H., Jones, I. ve Phelps, P. (2001) A longitudinal study of the predictive relations among construction play and mathematical achievement, Early Child Development and Care, 167(1), 115-125, https://doi.org/10.1080/0300443011670110
  • Storli, R., ve Hansen-Sandseter, E. B. (2019). Children's play, well-being and involvement: how children play indoors and outdoors in Norwegian early childhood education and care institutions. International Journal of Play, 8(1), 65-78.
  • Stroud, J. (1995). Block play: Building a foundation for literacy. Early Childhood Education Journal, 23, 9–13.
  • Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T., ve Chang, A. (2013). Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematical skills. Child Development, 85(3), 1062–1076. http://dx.doi.org/10.1111/cdev. 12165
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University.
  • Wellhousen, K., ve Kieff, J. (2001). A constructivist approach to block play in early childhood. Albany, NY: Delmar.
  • Wickstrom, H., Pyle, A., ve DeLuca, C. (2019). Does theory translate into practice? An observational study of current mathematics pedagogies in play-based kindergarten. EarlyChildhood Education Journal, 47(3), 287-295.
  • Wolfgang, C. H., Stannard, L. L., ve Jones, I. (2001). Block play performance among preschoolers as a predictor of later school achievement in mathematics. Journal of Research in Childhood Education, 15, 173–180.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (5. Baskı). Ankara: Seçkin.
  • Zigler, E. F., Singer, D. G., ve Bishop-Josef, S. J. (2004). Children's play: The roots of reading. Washington, DC: Zero to Three.

Investigation of Studies of Abroad Regarding Constructive Play in Early Childhood

Yıl 2022, Cilt: 9 Sayı: 1, 174 - 187, 28.06.2022
https://doi.org/10.51725/etad.1054245

Öz

The aim of the research is to examine the scientific research on constructive play in early childhood between 2015-2021; the database, subject, scientific research method, study group, publication year and the country in which it was conducted are examined. Research data were obtained by document analysis which is a data collection method in qualitative research. The research sample, which was determined by using the purposive sampling method, consists of full-text accessible studies accessed from ERIC, SpringerLink and Taylor and Francis databases using the keywords “constructive play, construction play”. In this research, "descriptive analysis" was conducted because the themes were determined beforehand. The data were collected by taking into account the "The Form for Analyzing Studies of Constructive Play Conducted Abroad" developed by the researchers. According to the research results; The most published research on the subject were made with children in the SpringerLink database. The most frequently used method was quantitative method. The country with the highest number of publications was the USA, and the highest number of studies was in 2019. On the other hand, the studies on constructive play in early childhood were mostly included the subjects of children's play behaviors in the context of play time, ma terial selection and active participation of the child.

Kaynakça

  • Avsec, S. ve Sajdera, J. (2019). Factors influencing pre-service preschool teachers’ engineering thinking: Model development and test. International Journal of Technology and Design Education, 29(5), 1105-1132.
  • Balaban-Dağal, A. (2020). Erken Çocuklukta oyun ve oyun yoluyla öğrenme. A. Önder ve H. Arslan Çiftçi (Ed.), Oyun gelişimi içinde (s.49-69). Ankara: Nobel.
  • Berti, S., Cigala, A. ve Sharmahd, N. (2019). Early childhood education and care physical environment and child development: State of the art and reflections on future orientations and methodologies. Educational Psychology Review, 1-31.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün Ö. E., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cherney, I. D., ve London, K. (2006). Gender-linked differences in the toys, television shows, computer games, and outdoor activities of 5-to 13-year-old children. Sex Roles, 54(9), 717-726.
  • Cohen, L., ve Uhry, J. (2007). Young children’s discourse strategies during block play: A Bakhtinian approach. Journal of Research in Childhood Education, 21, 302–315.
  • Copely, J., ve Oto, M. (2006). An investigation of the problem-solving knowledge of a young child during block construction. https://books.google.com.tr/books?id=Zqf8DwAAQBAJ&pg=PA94&lpg=PA94&dq sayfasından erişilmiştir.
  • Creswell, J. W. (2013). Nitel araştirma yöntemleri. Qualitative research methods. (M. Bütün ve S.B. Demir, Çev.). İstanbul: Siyasal.
  • Dede, Y, (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. J.W. Creswell (Ed.), Nitel yöntemler (S. B. Demir, Çev.) içinde (s. 183-213). Ankara: Eğiten.
  • Drew, W. F., Christie, J., Johnson, J. E., Meckley, A. M., & Nell, M. L. (2008). Constructive play: A value-added strategy for meeting early learning standards. YC Young Children, 63(4), 38-44.
  • Durualp, E. ve Aral, N. (2015). Oyun gelişimi ve türleri. A. B. Aksoy (Ed.), Okul öncesi eğitimde oyun içinde (s.32-53). Ankara: Hedef.
  • Goldstein, J. (2012). Play in children's development, health and well-being. Brussels: Toy Industries of Europe.
  • Gray, P. (2009). Play as a foundation for hunter-gatherer social existence. American Journal of Play, 1 (4), 476-522.
  • Hanika, L. ve Boyer, W. (2019). Imitation and social communication in infants. Early Childhood Education Journal, 47(5), 615-626.
  • Hanline, M. F., Milton, S. ve Phelps, P. C. (2010) The relationship between preschool block play and reading and maths abilities in early elementary school: A longitudinal study of children with and without disabilities. Early Child Development and Care, 180(8),1005-1017. https://doi.org/10. 1080/03004430802671171
  • Johnson, J. E., Christie, J. F., ve Wardle, F. (2005). Play, development, and early education. Boston, MA: Allyn and Bacon.
  • Jones, A. E., Henzi, S. P., ve Barrett, L. (2019). A natural history of repetition. Journal of Montessori Research, 5(2), 15-44.
  • Kakia, L., Popov, H. N., ve Arani, A. M. (2015). A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in Tehran. Cogent Education, 2(1), 1100975.
  • Kamii, C., ve DeVries, R. (1980). Group games in early education: Implications of Piaget's theory. Washington, DC: NAEYC.
  • Lynch, M. (2015). Guys and dolls: A qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care, 185(5), 679-693.
  • Maxwell, J. A. (2008). Designing a qualitative study. The SAGE Handbook of Applied Social Research Methods, 2, 214-253.
  • Owens, G., Granader, Y., Humphrey, A., ve Baron-Cohen, S. (2008). LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944-1957.
  • Park, J. (2019). A Comparison of the Pretending Elements between Constructive Play and Pretend Play. Turkish Online Journal of Educational Technology-TOJET, 18(4), 1-6.
  • Park, J. (2019). The qualities criteria of constructive play and the teacher's role. Turkish Online Journal of Educational Technology-TOJET, 18(1), 126-132.
  • Pellegrini, A. D., ve Gustafson, K. (2005). Boys' and girls' uses of objects for exploration, play, and tools in early childhood. A. D. Pellegrini ve P. K. Smith (Eds.), The nature of play: Great apes and humans içinde (ss. 113–135). New York: Guilford.
  • Sando, O. J. (2019). The physical indoor environment in ECEC settings: children’s well- being and physical activity. European Early Childhood Education Research Journal, 27(4), 506-519.
  • Shetty, P. P., Laila, N., ve Rai, A. (2015). Play in India: A Comparison between children from different Socio-economic groups. J Dent Med Sci, 14(7), 124-128.
  • Stannard, L. , Wolfgang, C. H., Jones, I. ve Phelps, P. (2001) A longitudinal study of the predictive relations among construction play and mathematical achievement, Early Child Development and Care, 167(1), 115-125, https://doi.org/10.1080/0300443011670110
  • Storli, R., ve Hansen-Sandseter, E. B. (2019). Children's play, well-being and involvement: how children play indoors and outdoors in Norwegian early childhood education and care institutions. International Journal of Play, 8(1), 65-78.
  • Stroud, J. (1995). Block play: Building a foundation for literacy. Early Childhood Education Journal, 23, 9–13.
  • Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T., ve Chang, A. (2013). Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematical skills. Child Development, 85(3), 1062–1076. http://dx.doi.org/10.1111/cdev. 12165
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University.
  • Wellhousen, K., ve Kieff, J. (2001). A constructivist approach to block play in early childhood. Albany, NY: Delmar.
  • Wickstrom, H., Pyle, A., ve DeLuca, C. (2019). Does theory translate into practice? An observational study of current mathematics pedagogies in play-based kindergarten. EarlyChildhood Education Journal, 47(3), 287-295.
  • Wolfgang, C. H., Stannard, L. L., ve Jones, I. (2001). Block play performance among preschoolers as a predictor of later school achievement in mathematics. Journal of Research in Childhood Education, 15, 173–180.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (5. Baskı). Ankara: Seçkin.
  • Zigler, E. F., Singer, D. G., ve Bishop-Josef, S. J. (2004). Children's play: The roots of reading. Washington, DC: Zero to Three.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Derleme Makale
Yazarlar

Tülay Gül Taşkın Gökçe 0000-0001-9250-1213

Adalet Kandır 0000-0002-9917-2587

Erken Görünüm Tarihi 25 Haziran 2022
Yayımlanma Tarihi 28 Haziran 2022
Gönderilme Tarihi 6 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 1

Kaynak Göster

APA Taşkın Gökçe, T. G., & Kandır, A. (2022). Erken Çocuklukta Yapı İnşa Oyunlarına İlişkin Yurt Dışında Yapılan Araştırmaların İncelenmesi. Eğitim Ve Toplum Araştırmaları Dergisi, 9(1), 174-187. https://doi.org/10.51725/etad.1054245