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TÜRKİYE’DEKİ OKUL ÖNCESİ EĞİTİM PROGRAMI GÜNCELLEMESİ: ÖĞRETMENLERİN GÜNCELLEME HAKKINDAKİ İLK GÖRÜŞLERİ NELERDİR?

Yıl 2018, Cilt: 19 Sayı: 2, 1745 - 1766, 01.05.2018
https://doi.org/10.29299/kefad.2018.19.02.019

Öz

Okul öncesi eğitim programı öğretmenin, çocukların gelişimlerini ve öğrenmelerini desteklemesi için amaçlar belirlemesine, etkinlikler planlamasına ve uygulamasına olanak tanıyan ortak bir yapının oluşturulmasını sağlar. Gelişmiş ve gelişmekte olan ülkeler tarafından erken çocukluk eğitiminin iyileştirilmesi için okul öncesi eğitim programının geliştirilmesi önemli bir adım olarak kabul edilmiş ve artık program temelli okul öncesi eğitim birçok ülkede yaygın olarak uygulanmaktadır. Eğitimle ilgili değişim sürecinde öğretmenlerin düşündükleri ve yaptıkları önemlidir. Bir eğitim programı değiştiğinde değişimin etkililiği öğretmenlerin değişimi nasıl algıladığı ve nasıl değerlendirdiğinden etkilenir. Bu çalışmada, öğretmen görüşlerine göre, güncellenmiş okul öncesi eğitim programında nelerin değiştiğinin ve programın çeşitli boyutlarındaki bu değişiklikleri öğretmenlerin nasıl algıladıklarının incelenmesi amaçlanmıştır. Araştırmada nitel veri toplama tekniklerinden görüşme yöntemi kullanılmıştır. Görüşmeler farklı resmi anaokullarında çalışan öğretmenlerle n=17 yapılmıştır. Araştırmanın sonuçlarına göre öğretmenler programın amaç, süreç, değerlendirme, aile katılımı boyutlarında değişiklikler olduğunu belirtmişler ve bu değişiklikleri olumlu, olumsuz ve önemsiz şeklinde ifade etmişlerdir. Elde edilen veriler, Türkiye’deki okul öncesi eğitim uygulamaları ve politikaları için önemli bulgular içermektedir

Kaynakça

  • Alvestad, M., ve Duncan, J. (2006). “The value is enormous - it’s priceless i think ” New Zealand preschool teachers’ understandings of the early childhood curriculum in New Zealand - a comparative perspective. International Journal of Early Childhood, 38(1), 31–45. https://doi.org/10.1007/BF03165976
  • Anderson, J. (2015). Cognitive psychology and its implications (8th ed.). New York: Worth Publishers.
  • Audi, R. (1998). Epistemology: A contemporary introduction to the theory of knowledge. London: Routledge.
  • Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975–978.
  • Bauchmüller, R., Gİrtz, M., ve Rasmussen, A. W. (2014). Long-run benefits from universal high-quality preschooling. Early Childhood Research Quarterly, 29(4), 457–470. https://doi.org/10.1016/j.ecresq.2014.05.009
  • Brodin, J., ve Renblad, K. (2014). Reflections on the revised national curriculum for preschool in Sweden – interviews with the heads. Early Child Development and Care, 184(2), 306–321. https://doi.org/10.1080/03004430.2013.788500
  • Brodin, J., ve Renblad, K. (2015). Early childhood educators’ perspectives of the swedish national curriculum for preschool and quality work. Early Childhood Education Journal, 43(5), 347–355. https://doi.org/10.1007/s10643-014-0657-2
  • Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140–165. https://doi.org/10.1016/j.ecresq.2009.11.001
  • Burgess, J., Robertson, G., ve Patterson, C. (2010). Curriculum implementation: Decisions of early childhood teachers. Australasian Journal of Early Childhood, 35(3), 51–59.
  • Burts, D. C., Hart, C. H., Charlesworth, R., Fleege, P. O., Mosley, J., ve Thomasson, R. H. (1992). Observed activities and stress behaviors of children in developmentally appropriate and inappropriate kindergarten classrooms. Early Childhood Research Quarterly, 7(2), 297–318. https://doi.org/10.1016/0885- 2006(92)90010-V
  • Catron, C. E., ve Allen, J. (2003). Early childhood curriculum: a creative play model. New Jersey: Merril Prentice Hall.
  • Chi, M. T. H. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it, and learning outcomes. İçinde Vasniadou, S. (Ed.), International handbook of research on conceptual change (2nd ed., 49–70). New York: Routledge.
  • Clarke-stewart, K. A., Lee, Y., Allhusen, V. D., Soon, M., ve Mcdowell, D. J. (2006). Observed differences between early childhood programs in the U . S . and Korea : Reflections of “developmentally appropriate practices” in two cultural contexts. Journal of Applied Developmental Psychology, 27(5), 427– 443. https://doi.org/10.1016/j.appdev.2006.06.006
  • Creswell, J. W. (2007). Qualitative inquiry ve research design. Choosing among five approaches (2nd ed.). California: Sage Publication.
  • Dilek, H. (2016). T.C. MEB 2013 okul öncesi eğitim programı ile 2006 programının karşılaştırılması. İçinde Demirel, Ö ve Dinçer, S. (Eds.), Eğitim Bilimlerinde Yenilikler ve Nitelikler Arayışı (585–603). İstanbul: Pegem Akademi.
  • Dilkes, J., Cunningham, C., ve Gray, J. (2014). The new Australian curriculum, teachers and change fatigue. Australian Journal of Teacher Education, 39(11), 45–64. https://doi.org/10.14221/ajte.2014v39n11.4
  • Engdahl, I. (2004). Implementing a national curriculum in Swedish preschools in Sweden. Journal of Early Childhood Education, 10(2), 1–19.
  • Erden, E. (2010). Okul öncesi öğretmenlerinin eğitim programını uygulama sırasında yaşadığı sorunlar. Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara.
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  • Fullan, M. (2006). The future of educational change: system thinkers in action. Journal of Educational Change, 7(3), 113–122.
  • Fullan, M. (2007). The new meaning of educational change (4nd ed.). New York: Routledge.
  • Fullan, M., ve Hargreaves, A. (2013). Teacher development and educational change. İçinde Fullan, M. ve Hargreaves, A. (Eds.), Teacher development and educational change (2nd ed., 1–10). New York: Routledge.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., ve Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
  • Gol‐Guven, M. (2009). Evaluation of the quality of early childhood classrooms in Turkey. Early Child Development and Care, 179(4), 437–451. https://doi.org/10.1080/03004430701217639
  • Haktanır, G. (2012). T.C. Milli eğitim bakanlığı temel eğitim genel müdürlüğü proram güncelleme çalışmaları. Çoluk Çocuk, 96, 32-39.
  • Hilado, A., Kallemeyn, L., Leow, C., Lundy, M., ve Israel, M. (2011). Supporting child welfare and parent involvement in preschool programs. Early Childhood Education Journal, 39(5), 343–353. https://doi.org/10.1007/s10643-011-0471-z
  • Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., ve Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002.
  • Işık, N.E. (2015). Öğretmenlerin MEB 2013 okul öncesi eğitim programı hakkındaki görüşleri ve kullanma durumları. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Jambunathan, S., Burts, D. C., ve Pierce, S. H. (1999). Developmentally appropriate practices as predictors of self-competence among preschoolers. Journal of Research in Childhood Education, 13(2), 167–174. https://doi.org/10.1080/02568549909594737
  • Kandır, A., Özbey, S., ve İnal, G. (2009). Okul öncesi öğretmenlerinin eğitim programlarını planlama ve uygulamada karşılaştıkları güçlüklerin incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 2(6), 373– 387.
  • Kascak, O., Pupala, B., ve Mbugua, T. (2016). Slovak preschool curriculum reform and teachers’ emotions: An analysis of Facebook posts. Early Childhood Education Journal, 44(6), 573–580. https://doi.org/10.1007/s10643-015-0741-2
  • Lee, J. C.-K., Huang, Y. X.-H., Law, E. H.-F., ve Wang, M.-H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective. Asia-Pacific Journal of Teacher Education, 41(3), 271–287. https://doi.org/10.1080/1359866X.2013.809052
  • Lerkkanen, M.-K., Kiuru, N., Pakarinen, E., Viljaranta, J., Poikkeus, A.-M., Rasku-Puttonen, H., … Nurmi, J.-E. (2012). The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten. Contemporary Educational Psychology, 37(4), 266–279. https://doi.org/10.1016/j.cedpsych.2011.03.004
  • Lerkkanen, M. K., Kikas, E., Pakarinen, E., Poikonen, P. L., ve Nurmi, J. E. (2013). Mothers’ trust toward teachers in relation to teaching practices. Early Childhood Research Quarterly, 28(1), 153–165. https://doi.org/10.1016/j.ecresq.2012.04.005
  • Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E., ve Rolla, A. (2015). Teacher-child interactions in Chile and their associations with prekindergarten outcomes. Child Development, 86(3), 781–799. https://doi.org/10.1111/cdev.12342
  • Li, H., Wang, X. C., ve Wong, J. M. S. (2011). Early childhood curriculum reform in China. Chinese Education ve Society, 44(6), 5–23. https://doi.org/10.2753/CED1061-1932440601
  • Lieber, J., Butera, G., Hanson, M., Palmer, S., Horn, E., Czaja, C., … Odom, S. (2009). Factors that influence the implementation of a new preschool curriculum: Implications for professional development. Early Education ve Development, 20(3), 456–481. https://doi.org/10.1080/10409280802506166
  • Marcon, R. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research ve Practice, 4(1), 1–24.
  • Mejia, T. M., ve Hoglund, W. L. G. (2016). Do children’s adjustment problems contribute to teacher–child relationship quality? Support for a child-driven model. Early Childhood Research Quarterly, 34(1), 13–26. https://doi.org/10.1016/j.ecresq.2015.08.003
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TÜRKİYE’DEKİ OKUL ÖNCESİ EĞİTİM PROGRAMI GÜNCELLEMESİ: ÖĞRETMENLERİN GÜNCELLEME HAKKINDAKİ İLK GÖRÜŞLERİ NELERDİR?

Yıl 2018, Cilt: 19 Sayı: 2, 1745 - 1766, 01.05.2018
https://doi.org/10.29299/kefad.2018.19.02.019

Öz

Kaynakça

  • Alvestad, M., ve Duncan, J. (2006). “The value is enormous - it’s priceless i think ” New Zealand preschool teachers’ understandings of the early childhood curriculum in New Zealand - a comparative perspective. International Journal of Early Childhood, 38(1), 31–45. https://doi.org/10.1007/BF03165976
  • Anderson, J. (2015). Cognitive psychology and its implications (8th ed.). New York: Worth Publishers.
  • Audi, R. (1998). Epistemology: A contemporary introduction to the theory of knowledge. London: Routledge.
  • Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975–978.
  • Bauchmüller, R., Gİrtz, M., ve Rasmussen, A. W. (2014). Long-run benefits from universal high-quality preschooling. Early Childhood Research Quarterly, 29(4), 457–470. https://doi.org/10.1016/j.ecresq.2014.05.009
  • Brodin, J., ve Renblad, K. (2014). Reflections on the revised national curriculum for preschool in Sweden – interviews with the heads. Early Child Development and Care, 184(2), 306–321. https://doi.org/10.1080/03004430.2013.788500
  • Brodin, J., ve Renblad, K. (2015). Early childhood educators’ perspectives of the swedish national curriculum for preschool and quality work. Early Childhood Education Journal, 43(5), 347–355. https://doi.org/10.1007/s10643-014-0657-2
  • Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140–165. https://doi.org/10.1016/j.ecresq.2009.11.001
  • Burgess, J., Robertson, G., ve Patterson, C. (2010). Curriculum implementation: Decisions of early childhood teachers. Australasian Journal of Early Childhood, 35(3), 51–59.
  • Burts, D. C., Hart, C. H., Charlesworth, R., Fleege, P. O., Mosley, J., ve Thomasson, R. H. (1992). Observed activities and stress behaviors of children in developmentally appropriate and inappropriate kindergarten classrooms. Early Childhood Research Quarterly, 7(2), 297–318. https://doi.org/10.1016/0885- 2006(92)90010-V
  • Catron, C. E., ve Allen, J. (2003). Early childhood curriculum: a creative play model. New Jersey: Merril Prentice Hall.
  • Chi, M. T. H. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it, and learning outcomes. İçinde Vasniadou, S. (Ed.), International handbook of research on conceptual change (2nd ed., 49–70). New York: Routledge.
  • Clarke-stewart, K. A., Lee, Y., Allhusen, V. D., Soon, M., ve Mcdowell, D. J. (2006). Observed differences between early childhood programs in the U . S . and Korea : Reflections of “developmentally appropriate practices” in two cultural contexts. Journal of Applied Developmental Psychology, 27(5), 427– 443. https://doi.org/10.1016/j.appdev.2006.06.006
  • Creswell, J. W. (2007). Qualitative inquiry ve research design. Choosing among five approaches (2nd ed.). California: Sage Publication.
  • Dilek, H. (2016). T.C. MEB 2013 okul öncesi eğitim programı ile 2006 programının karşılaştırılması. İçinde Demirel, Ö ve Dinçer, S. (Eds.), Eğitim Bilimlerinde Yenilikler ve Nitelikler Arayışı (585–603). İstanbul: Pegem Akademi.
  • Dilkes, J., Cunningham, C., ve Gray, J. (2014). The new Australian curriculum, teachers and change fatigue. Australian Journal of Teacher Education, 39(11), 45–64. https://doi.org/10.14221/ajte.2014v39n11.4
  • Engdahl, I. (2004). Implementing a national curriculum in Swedish preschools in Sweden. Journal of Early Childhood Education, 10(2), 1–19.
  • Erden, E. (2010). Okul öncesi öğretmenlerinin eğitim programını uygulama sırasında yaşadığı sorunlar. Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara.
  • Fishbein, M., ve Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and Researched. Reading: Addison-Wesley. https://doi.org/10.1016/j.ecolecon.2004.07.008
  • Fullan, M. (2006). The future of educational change: system thinkers in action. Journal of Educational Change, 7(3), 113–122.
  • Fullan, M. (2007). The new meaning of educational change (4nd ed.). New York: Routledge.
  • Fullan, M., ve Hargreaves, A. (2013). Teacher development and educational change. İçinde Fullan, M. ve Hargreaves, A. (Eds.), Teacher development and educational change (2nd ed., 1–10). New York: Routledge.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., ve Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
  • Gol‐Guven, M. (2009). Evaluation of the quality of early childhood classrooms in Turkey. Early Child Development and Care, 179(4), 437–451. https://doi.org/10.1080/03004430701217639
  • Haktanır, G. (2012). T.C. Milli eğitim bakanlığı temel eğitim genel müdürlüğü proram güncelleme çalışmaları. Çoluk Çocuk, 96, 32-39.
  • Hilado, A., Kallemeyn, L., Leow, C., Lundy, M., ve Israel, M. (2011). Supporting child welfare and parent involvement in preschool programs. Early Childhood Education Journal, 39(5), 343–353. https://doi.org/10.1007/s10643-011-0471-z
  • Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., ve Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002.
  • Işık, N.E. (2015). Öğretmenlerin MEB 2013 okul öncesi eğitim programı hakkındaki görüşleri ve kullanma durumları. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Jambunathan, S., Burts, D. C., ve Pierce, S. H. (1999). Developmentally appropriate practices as predictors of self-competence among preschoolers. Journal of Research in Childhood Education, 13(2), 167–174. https://doi.org/10.1080/02568549909594737
  • Kandır, A., Özbey, S., ve İnal, G. (2009). Okul öncesi öğretmenlerinin eğitim programlarını planlama ve uygulamada karşılaştıkları güçlüklerin incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 2(6), 373– 387.
  • Kascak, O., Pupala, B., ve Mbugua, T. (2016). Slovak preschool curriculum reform and teachers’ emotions: An analysis of Facebook posts. Early Childhood Education Journal, 44(6), 573–580. https://doi.org/10.1007/s10643-015-0741-2
  • Lee, J. C.-K., Huang, Y. X.-H., Law, E. H.-F., ve Wang, M.-H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective. Asia-Pacific Journal of Teacher Education, 41(3), 271–287. https://doi.org/10.1080/1359866X.2013.809052
  • Lerkkanen, M.-K., Kiuru, N., Pakarinen, E., Viljaranta, J., Poikkeus, A.-M., Rasku-Puttonen, H., … Nurmi, J.-E. (2012). The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten. Contemporary Educational Psychology, 37(4), 266–279. https://doi.org/10.1016/j.cedpsych.2011.03.004
  • Lerkkanen, M. K., Kikas, E., Pakarinen, E., Poikonen, P. L., ve Nurmi, J. E. (2013). Mothers’ trust toward teachers in relation to teaching practices. Early Childhood Research Quarterly, 28(1), 153–165. https://doi.org/10.1016/j.ecresq.2012.04.005
  • Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E., ve Rolla, A. (2015). Teacher-child interactions in Chile and their associations with prekindergarten outcomes. Child Development, 86(3), 781–799. https://doi.org/10.1111/cdev.12342
  • Li, H., Wang, X. C., ve Wong, J. M. S. (2011). Early childhood curriculum reform in China. Chinese Education ve Society, 44(6), 5–23. https://doi.org/10.2753/CED1061-1932440601
  • Lieber, J., Butera, G., Hanson, M., Palmer, S., Horn, E., Czaja, C., … Odom, S. (2009). Factors that influence the implementation of a new preschool curriculum: Implications for professional development. Early Education ve Development, 20(3), 456–481. https://doi.org/10.1080/10409280802506166
  • Marcon, R. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research ve Practice, 4(1), 1–24.
  • Mejia, T. M., ve Hoglund, W. L. G. (2016). Do children’s adjustment problems contribute to teacher–child relationship quality? Support for a child-driven model. Early Childhood Research Quarterly, 34(1), 13–26. https://doi.org/10.1016/j.ecresq.2015.08.003
  • Miles, M. B., ve Huberman, M. (1994). Qualitative data analysis (2nd ed.). London: Sage Publication.
  • Milli eğitim Bakanlığı (MEB, 2006). 36-72 aylık çocuklar için okul öncesi eğitim programı. Ankara.
  • Milli eğitim Bakanlığı (MEB, 2013). Okul öncesi eğitim programı. Ankara.
  • Ministry of Social Affairs and Health (MSAH, 2004). National curriculum guidelines on early childhood education on Finland. Helsinki.
  • National Council for Curriculum and Assessment (NCCA, 2009). Aistear. Early childhood curriculum. Dublin.
  • Nores, M., ve Barnett, W. S. (2010). Benefits of early childhood interventions across the world: (Under) Investing in the very young. Economics of Education Review, 29(2), 271–282.
  • Oberhuemer, P. (2005). International perspectives on early childhood curricula. International Journal of Early Childhood, 37(1), 27–37. https://doi.org/10.1007/BF03165830
  • Özsırkıntı, D., Akay, C., ve Bolat-Yılmaz, E. (2012). Okul öncesi öğretmenlerinin okul öncesi eğitim programı hakkındaki görüşleri (Adana ili örneği). Kırşehir Eğitim Fakültesi Dergisi, 15(1), 313–331.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
  • Patton, M. Q. (2004). Qualitative research ve evaluation method (3nd ed.). California: Sage Publication.
  • Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., ve Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9(3), 144–159. https://doi.org/10.1207/s1532480xads0903_2
  • Rogers, E. (2003). Diffusion of initiatives (5th ed.). New York: Free Press.
  • Sandilos, L. E., Cycyk, L. M., Scheffner Hammer, C., Sawyer, B. E., López, L., ve Blair, C. (2015). Depression, control, and climate: An examination of factors impacting teaching quality in preschool classrooms. Early Education and Development, 26(8), 1111–1127. https://doi.org/10.1080/10409289.2015.1027624
  • Schweinhart, L. j. (2003). Validity of the high/scope preschool education model. High/Scope Educational Research Foundation.
  • Skolverket (The Swedish National Agency for Education) (1998). Curriculum for preschool Lpfö 98.
  • Sofou, E., ve Tsafos, V. (2010). Preschool teachers’ understandings of the national preschool curriculum in Greece. Early Childhood Education Journal, 37(5), 411–420. https://doi.org/10.1007/s10643-009-0368-2
  • Spillane, J. P., Reiser, B. J., ve Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing
  • implementation research. Review of Educational Research, 72(3), 387–431.
  • https://doi.org/10.3102/00346543072003387
  • Taguma, M., Litjens, I., ve Makowiecki, K. (2013). Quality matters in early childhood education and care: Sweden 2013. OECD. https://doi.org/10.1787/9789264176744-en
  • Tükel, A. (2017). 2013 okul öncesi eğitim programı ile ilgili öğretmen görüşlerinin değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü, Konya.
  • Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.
  • Ugaste, A., ve Niikko, A. (2015). Identifying the problems that Finnish and Estonian teachers encounter in preschool. European Early Childhood Education Research Journal, 23(4), 423–433. https://doi.org/10.1080/1350293X.2015.1087137
  • Varol, F. (2013). What they believe and what they do. European Early Childhood Education Research Journal, 21(4), 541–552. https://doi.org/10.1080/1350293X.2012.677309
  • Wai-Yum, W. (2003). The dilemma of early childhood teachers required to carry out a curriculum implementation process: Case studies. Early Child Development and Care, 173(1), 43–53. https://doi.org/10.1080/0300443022000022413
  • Wiles, J. W., ve Bondi, J. C. (1998). Curriculum development. A guide to practice (5nd ed.). New Jersy: Prentice Hall.
  • Wood, E., ve Bennett, N. (2001). Early childhood teachers’ theories of progression and continuity. International Journal of Early Years Education, 9(3), 229–243. https://doi.org/10.1080/09669760120086974
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Hasan Dilek Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 19 Sayı: 2

Kaynak Göster

APA Dilek, H. (2018). TÜRKİYE’DEKİ OKUL ÖNCESİ EĞİTİM PROGRAMI GÜNCELLEMESİ: ÖĞRETMENLERİN GÜNCELLEME HAKKINDAKİ İLK GÖRÜŞLERİ NELERDİR?. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(2), 1745-1766. https://doi.org/10.29299/kefad.2018.19.02.019

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