Examining Preschool Children's Mathematical Experiences with Loose Parts

Yıl 2025, Cilt: 13 Sayı: 2, 1250 - 1294, 30.07.2025

İrem Köleoğlu , İrem Gürgah Oğul

https://doi.org/10.46778/goputeb.1477785

Öz

Studies on loose parts have predominantly focused on their use in outdoor environments, while research on the use of loose parts indoors has been found to be limited. Moreover, although international literature has revealed that loose parts play an important role in children’s development, what is known about the inclusion of loose parts in the learning experiences of preschool children in Türkiye remains limited. The aim of this study is to examine the mathematical experiences that preschool children have while using loose parts in their play. The study was designed as a case study, which is one of the qualitative research methods. The study group consists of 30 children aged 4 to 6 attending a preschool in İzmir, and their two teachers. Observations were conducted in the classrooms to gather information about how children use loose parts in their mathematical experiences. In addition, semi-structured interviews were conducted with the teachers. The findings indicate that children used various mathematical skills through loose parts, such as counting, geometric shapes and spatial perception, operations, measurement, comparison, classification, sequencing, and matching. The teachers reported that loose parts attracted children's attention, were sustainable, encouraged active participation in the learning process, and sparked curiosity. Since the inclusion of loose parts in various experiences can be beneficial for children, it is recommended that educational planning be made accordingly.

Anahtar Kelimeler

Loose Parts , Mathematical Experiences , Early Childhood

Etik Beyan

Izmir Democracy University Social and Humanity Sciences Scientific Research and Publication Ethics Committee, 01.03.2023, 2023/01-08

Okul Öncesi Dönem Çocuklarının Esnek Materyallerle Matematiksel Deneyimlerinin İncelenmesi

Öz

Alanyazında esnek materyaller ile ilgili yapılan çalışmalar sıklıkla dış mekânda esnek materyallerin kullanılmasına odaklanmış, iç mekânda esnek materyallerin kullanımına yönelik yapılan çalışmaların ise sınırlı sayıda olduğu belirlenmiştir. Ayrıca uluslararası alanyazında esnek materyallerin çocukların gelişiminde önemli rolü olduğu keşfedilmesine rağmen Türkiye’de esnek materyallerin okul öncesi dönemdeki çocukların öğrenme deneyimlerinde yer almasına ilişkin bilinenler sınırlı kalmaktadır. Bu çalışmanın amacı okul öncesi dönemdeki çocukların oyunlarında esnek materyalleri kullanırken yaşadığı matematiksel deneyimleri incelemektir. Çalışma nitel araştırma yöntemlerinden durum çalışması ile desenlenmiştir. Çalışma grubunu İzmir ilinde bir anaokuluna devam eden 4-6 yaş aralığındaki 30 çocuk ve bu çocukların iki öğretmeni oluşturmaktadır. Çocukların esnek materyalleri matematiksel deneyimlerinde kullanmasına ilişkin bilgi edinmek için sınıflarda gözlemler yapılmıştır. Ayrıca öğretmenler ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Bulgular çocukların esnek materyaller aracılığıyla sayma, geometrik şekiller ve uzamsal algı, işlem, ölçme, karşılaştırma, sınıflandırma, sıralama ve eşleştirme gibi birçok matematiksel beceriyi kullandığını göstermektedir. Öğretmenler esnek materyallerin çocukların dikkatini çektiğini, materyallerin sürdürülebilir olduğunu, çocukların öğrenme sürecinde aktif katılımını sağladığını ve çocuklarda merak uyandırdığını bildirmişlerdir. Esnek materyallerin çocukların çeşitli deneyimlerinde yer alması faydalı olabileceği için buna yönelik planlamalar yapılması önerilmektedir.

Anahtar Kelimeler

Serbest Parçalar , Matematiksel Deneyim , Okul Öncesi Dönem

Etik Beyan

İzmir Demokrasi Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etik Kurulu, 03.01.2013, 2023/01-08.

Kaynakça

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