Öğrenmenin Nöro Yapı Taşları; Okul Olgunluğunu Geliştirmek ve Öğrenme Güçlüğünü Aşmak

Öz

Anahtar Kelimeler

• -

-

Öz

Every child should be given the benefit of a well designed early childhood education as this prepare them for the formal education they will receive in the following ten to fifteen years. The latest researches of how children learn and how the brain functions are fundamentally changing the educational paradigm and with it the approach to teaching pre-school children. This discusses new insights into the neuro-sensory and motor development of children and its implications for child development, school readiness and effective approaches to minimise the effects of learning difficulties. In order for the brain to cope with the demands of formal education, it needs to be exposed to and learn to deal with a rich variety of sensory and motor experiences, both at home and in early childhood education facilities. The sedentary indoor lifestyle dominated by screen time as experienced by many children today will not provide sufficient brain activation, whilst exposure to storytelling and music, and most notable outdoor play, will provide the growing child and the developing brain with a much more challenging and rewarding sensory and motor experience. Early childhood education plays a key role in facilitating healthy neurological development in pre-school children, which will filter through to increased attainment at primary and secondary school level. This article provides recommendations for effective ECD policies for Turkey, based on increased sensory, motor and outdoor play activities

Anahtar Kelimeler

• Education, school readiness, neurodevelopment, learning difficulties

Kaynakça

1. Açık Y, Gülbayrak C & Çelik G T (2004). Investigation of the level of safety and appropriateness of playgrounds in Elazig city in Turkey.
2. International Journal of Environmental Health Research, Vol. 14, Issue 1, pp. 75-82.
3. Arnheim, R. (1969). Visual thinking. Berkeley, CA: University of California Press.
4. Bellis, T.J. (2002). When The Brain Can't Hear. New York: Atria Books,pp.29-30.
5. Erkman F., Caner A., Sart Z.H., Börkan B., & Şahan K. (2010), Influence of Perceived Teacher Acceptance, Self Concept, and School Attitude on the Academic Achievement of School age Children in Turkey. Cross Cultural Research, Vol. 44, No. 3, pp. 295-309.
6. Goddard S. (2002). Reflexes, Learning and Behaviour. Oregon: Fern Ridge Press.
7. Hainline L. (1998). The Development of Basic Visual Abilities. Perceptual Development, Visual, Auditory and Speech Perception in Infancy. UK, Psychology Press. pp.5-42.
8. Hannaford C. (1995). Smart Moves – Why Learning is Not all in your head. Utah: Great River Books, p.15.

9. High P.C. (2008). 'School Readiness', Pediatrics, Vol 121, No. 4 p.1011.
10. Kagan S.L., Moore E., Bredekamp S. (1995). Reconsidering Children's Early Learning and Development: Toward Shared Beliefs and Vocabulary. Washington DC: National Education Goals Panel.
11. Liu. D. (2000). Maternal Care - Hippocampal Synaptogenisis and Cognitive Development in Rats, Nature NeuroScience, Vol 3, pp. 128-134Lonsbury-Martin, B. (1993). Using the Sounds of Hearing, (February 1993meeting of the AAAS), Science News February 27, Vol 143, p. 141. Ogletree E.J. (1990), School Readiness – The Developmental View, Steiner Education, Vol 24 No: 2.
12. Özdirenç M., Özcan A., Akın F., Gelecek N. (2005). Physical fitness in rural children compared with urban children in Turkey, Pediatrics International, Vol 47, Issue 1 pp.26-31.
13. Sclaug G., Norton A., Overy K., Winner E. (2005). Effects of Music Training on the Child's Brain and Cognitive Development, Annals of the New York Academy of Sciences, Vol 1060, pp 219-230.
14. Sevimli S, Kirazcı S & İnce M.L. (2011), Preschool Movement Education in Turkey: Perceptions of Preschool Administrators and Parents, Early Childhood Education Journal, Volume 39, Number 5, pp.323-333.
15. Taylor J.B. (2008), My Stroke of Insight, A Brain Scientists Personal Journey. London: Hodder and Stoughten.
16. Wilkins A., Huang J., & Cao Y. (2004) Visual stress theory and its application to reading and reading tests, Journal of Research in Reading, Vol 27, Issue 2, pages 152–162.
17. Öğrenmenin Nöro Yapı Taşları
18. Okul Olgunluğunu Geliştirmek ve Öğrenme Güçlüğünü Aşmak