Orman Okulu Eğitimi Alan ve Almayan Okul Öncesi Dönem Çocuklarının Öz Düzenleme Becerilerinin İncelenmesi

Öz

Bu araştırmanın amacı orman okulu eğitimi alan ve almayan okul öncesi dönem çocuklarının öz düzenleme becerilerinin incelenmesidir. Araştırmada hem nicel hem de nitel yöntemler kullanıldığı için araştırmanın yöntemi karma yöntemdir. Araştırmanın nicel kısmı genel tarama modelindedir. Araştırmanın nitel kısmında ise olgu bilim deseni kullanılmıştır. Karma yöntem araştırma desenlerinden ise açıklayıcı ardışık desen kullanılmıştır. Araştırmanın nicel kısmının örneklemini basit seçkisiz örnekleme ile 2022-2023 bahar yarıyılında İzmir ili merkez ilçelerindeki (Konak, Karşıyaka, Bornova) MEB’e bağlı bağımsız anaokuluna ve orman anaokuluna devam eden 43-67 aylık 140 çocuk ve 10 öğretmeninden oluşturmaktadır. Araştırmanın nitel kısmı için aykırı durumlar ve ölçüt olmak üzere iki aşamalı amaçlı örnekleme kullanılmıştır. Nitel kısmın katılımcıları 8 öğretmenden oluşmaktadır. Nicel verilerin toplanması amacıyla Çocuk Davranış Değerlendirme Ölçeği (2016), nitel verilerin toplanmasında araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın sonuçları incelendiğinde orman anaokuluna devam eden çocukların öz düzenleme düzeyinin daha yüksek olduğu ve bu sonucu destekleyen nitel bulgulara ulaşılmıştır. Nitel kısımda veri analizi sonucunda davranış ve duygu düzenleme temaları oluşturulmuştur. Araştırmanın nitel bulguları açısından orman anaokulu ve bağımsız anaokulu öğretmenlerinin çocukların öz düzenlemelerine yönelik görüşlerine ait tema ve alt temalar aynı olsa da oluşturulan kategoriler açısından bakıldığında orman anaokulundaki öğretmenlerin görüşlerinden çok daha fazla kategori elde edilmiştir.

Anahtar Kelimeler

• Okul öncesi dönem
• orman anaokulu
• bağımsız anaokulu
• öz düzenleme becerileri.

Investigation of the Self-Regulation Skills of Preschool Children Who Have and Have Not Received Forest School Education

Öz

The aim of this research is to examine the self-regulation skills of preschool children who have and have not received forest school education. Since both quantitative and qualitative methods were used in the study, the research method is a mixed method. The quantitative part of the research follows a general survey model. In the qualitative part, a case study design was used. Among the mixed method research designs, an explanatory sequential design was applied. The sample of the quantitative section consists of 140 children aged 43-67 months and 10 teachers attending independent preschools and forest preschools affiliated with the Ministry of National Education in the central districts of İzmir (Konak, Karşıyaka, Bornova) during the spring semester of 2022-2023, selected through simple random sampling. In the qualitative part, a two-stage purposive sampling method was used, including outlier cases and criterion sampling. The participants in the qualitative section consist of 8 teachers. The Child Behavior Rating Scale was used to collect quantitative data, and a semi-structured interview form developed by the researcher was used to collect qualitative data. The results of the research indicate that children attending forest preschools have higher levels of self-regulation. In the qualitative section, it was determined that the themes supporting children's self-regulation skills in forest preschool experiences include attention and adaptation to the forest school under the behavior regulation theme, and social skills under the emotion regulation theme. The behavior regulation theme created from the data obtained from independent preschools consists of the sub-themes of attention and school adaptation, while the emotion regulation theme consists of the sub-theme of social skills.

Anahtar Kelimeler

• Preschool
• forest kindergarten
• self-regulation skills.

Kaynakça

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