Sürdürülebilirlik Eğitimi Bakış Açısıyla Okul Öncesi Öğretmenlerinin Çevresel Sanat Etkinlikleri Deneyimleri

Öz

Bu çalışmanın amacı sürdürülebilirlik eğitimi bakış açısıyla okul öncesi öğretmenlerinin çevresel sanat etkinlikleri deneyimlerini incelemektir. Çalışma 2023-2024 öğretim yılı bahar döneminde İzmir ili merkez ilçelerindeki devlet bağımsız anaokullarında görev yapan 20 okul öncesi öğretmeni ile yürütülmüştür. Nitel araştırma desenlerinden olan olgubilim deseni kullanılmıştır. Çalışma grubunun belirlenmesinde amaçlı örnekleme türlerinden ölçüt ve tipik durum örneklemesi tekniği kullanılmıştır. Veriler okul öncesi öğretmenleri ile görüşme formu aracılığı ile yapılan yüz yüze görüşmeler sonucunda elde edilmiş olup içerik analizi yöntemi kullanılarak analiz edilmiştir. Bu çalışmada çevresel sanat teması için doğal malzemeler, doğada etkinlik, çevresel, gelişim gibi kavramlar ifade edilirken, çevresel sanat etkinlikleri temasında doğal malzemelerden tasarımlar, artık materyal çalışmaları, boyama türünde etkinlikler belirtilmiştir. Çevresel sanat etkinliklerine yönelik zorluklar temasında ise materyal eksikliği, çocukların isteksizliği, çocukların dikkatlerinin dağılması ifade edilmiştir. Okul öncesi öğretmenlerinin çevresel sanat etkinlikleri deneyimlerinin alanyazınla genel olarak tutarlı olmakla birlikte öğretmenlerin sürdürülebilirlik eğitimi bakış açısıyla çevresel sanat etkinlikleri deneyimlerinde birtakım zorluklar yaşadıkları ve bu konuda bazı bilgi eksiklikleri olduğu belirlenmiştir.

Anahtar Kelimeler

• sürdürülebilirlik eğitimi
• okul öncesi öğretmenleri
• çevresel sanat etkinlikleri
• deneyimler

Preschool Teachers' Experiences with Environmental Art Activities from the Perspective of Sustainability

Öz

The aim of this study is to examine preschool teachers' experiences with environmental art activities from the perspective of sustainability education. The study was conducted in the spring semester of the 2023-2024 academic year with 20 preschool teachers working in public independent kindergartens in the central districts of İzmir. A phenomenological design, one of the qualitative research designs, was used. Criterion and typical case sampling techniques, types of purposive sampling, were employed to determine the study group. Data were collected through face-to-face interviews with preschool teachers using an interview form and analyzed using the content analysis method. In this study, concepts such as natural materials, outdoor activities, environmental awareness, and development are expressed under the theme of environmental art. The theme of environmental art activities includes designs made from natural materials, work with recycled materials, and activities in painting. The theme of challenges related to environmental art activities included material shortages, children's lack of interest, and difficulty in maintaining children's attention. It was determined that, while preschool teachers' experiences with environmental art activities were generally consistent with the literature, they faced some challenges and had knowledge gaps regarding these activities from a sustainability education perspective.

Anahtar Kelimeler

• sustainability education
• preschool teachers
• environmental art activities
• experiences

Kaynakça

1. Alelaimat, A. R., ve Taha, K. (2013). Sustainable development and values education in the Jordanian. Social Studied Curriculum, 134(2), 135-153.
2. Alsina, Á., and Salgado, M. (2018). Land art math. Edma 0-6: Educación Matemática en la Infancia, 7(1), 1-11. Aydın, İ., ve Zümrüt, Y. (2013). Doğa ve sanat ekseninde farklı yaklaşımlar. Anadolu Üniversitesi Sanat ve Tasarım Dergisi, 4(4), 53-65.
3. Brajčić, M. (2020). Land art u dječjem vrtiću – studija slučaja. Magistra Iadertina, 15(2), 136-150. Borg, F. (2019). A case study of a Green Flag-certified preschool in Sweden. Hungarian Educational Research Journal, 9(4), 607-627.
4. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün Ö., Karadeniz, Ş., ve Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri. Pegem Akademi Yayınları.
5. Chapman, S. N., and O’Gorman, L. (2022). Transforming learning environments in early childhood contexts through the arts: Responding to the United Nations sustainable development goals. International Journal of Early Childhood, 54, 33–50. https://doi.org/10.1007/s13158-022-00320-3
6. Coşkun, E., Gelen, İ., ve Öztürk P. E. (2009). Türkçe öğretmeni adaylarının öğretimi planlama, uygulama ve değerlendirme yeterlik algıları. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(12), 140-163.
7. Creel, S. M. (2005). The endangered species sculpture garden: An interdisciplinary environmental art education curriculum for at-risk children [Doctoral thesis]. Florida State University.
8. Curtis, D. J., Reid, N., and Reeve, I. (2014). Towards ecological sustainability: observations on the role of the arts. Surveys and Perspectives Integrating Environment and Society, 7(1), 1-15.

9. Dardanou, M., and Karlsen, B. A. (2023). Children’s participation in documentation processes in local outdoor spaces. Journal of Childhood, Education & Society, 4(3), 249-260. https://doi.org/10.37291/2717638X.202343268
10. Davis, J. (1998). Young children, environmental education and the future. Early Childhood Education Journal, 26(2), 117-123.
11. Davis, J., and Elliott, S. (2024). What is early childhood education for sustainbility and why does is matter? In J. Davis and S. Elliott (Ed.), Young children and the environment: early education for sustainability (pp. 8) Cambri̇dge Uni̇versi̇ty Press. https://doi.org/10.1017/9781009199971
12. Dewey, J. (1934). Deneyim olarak sanat. Vakıfbank Kültür Yayınları.
13. Didonet, V. (2008). Early childhood education for a sustainable society. In I. Pramling Samuelsson, and Y. Kaga (Ed.), The contribution of early childhood education to a sustainable society (pp. 25-30). UNESCO.
14. Duncan, E. (2011). Report Part 2–ESD in practice. Norway: OMEP (Organisation Mondiale Pour L’Éducation Préscolaire).
15. Duran, M. (2022). Okul öncesi öğretmen adaylarının sürdürülebilir gelişme uygulamalarına ilişkin görüşleri ve uygulama örneği. Cumhuriyet International Journal of Education, 11(2), 402-419. https://doi.org/10.30703/cije.1027686
16. Efthymia, G., Vasiliki, G., and Konstadinos, C. (2012). Implications of the land art training for kindergarten teacher trainees on their interdisciplinary teaching practices. US-China Education Review, 12, 1021-1025.
17. Engdahl, I., and Rabušicová, M. (2011). Education for sustainable development in practice: World Organisation for Early Childhood Education (OMEP). (Report for the OMEP World Assembly). https://www.omep.org.gu.se/digitalAssets/1343/1343134_wa-report-omep-esd-in-practice-2011-1-.pdf
18. Gardner, H. (1990). Art education and human development. Getty Publications.
19. Green, S. S. (2013). Preschool teachers’ early perceptions of education for sustainable development in early childhood education [Unpublished master dissertation]. Southern Illinois University.
20. Haberl, H., Wackernagel, M., and Wrbka, T. (2004). Land use and sustainability indicators: An introduction. Land Use Policy, 21(3), 193-198. http://dx.doi.org/10.1016/j.landusepol.2003.10.004
21. Hall, T. J., and Smith, M. A. (2006). Teacher planning, instruction and reflection: What we know about teacher cognitive processes. Quest, 58(4), 424-442.
22. Hedefalk, M., Almqvist, J., and Östman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990. https://doi.org/10.1080/13504622.2014.971716
23. Heikka, J., Hirvonen, R., Kahila, S., Pitkaniemi, H., Yada, T., and Hujala, E. (2022). Links between teachers’ planning, assessment and development time and implementation of curriculum in early childhood education. Early Years, 43(4–5), 1102–1117. https://doi.org/10.1080/09575146.2022.2059067
24. Henderson, K., and Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage, Australian Government.
25. https://promiseofplace.org/sites/default/files/201806/international%20review%20of%20whole%20school%20sust.%20progs.pdf adresinden erişildi.
26. Inwood, H. (2003). Creating a map for Eco-Art education. Green Teacher, 72, 15-18.
27. Inwood, H. (2008). Mapping Eco-Art Education. Canadian Review of Art Education: Research and Issues, 35, 57–73.
28. Inwood, H. (2010). Shades of green: Growing environmentalism and sustainability in art education. Art Education, 63(6), 33-38.
29. Jørgensen, N., Madsen, K., and Læssøe, J. (2017). Waste in education: The potential of materiality and practice. Environmental Education Research, 24(6), 807-817. https://doi.org/10.1080/13504622.2017.1357801
30. Kaga, Y. (2008). Early childhood education for a sustainable world. In I. Pramling Samuelsson, and Y. Kaga (Ed.), The contribution of early childhood education to a sustainable society (pp. 53-56). UNESCO.
31. Kahriman Öztürk D., Olgan R., and Güler T. (2012). Preschool children’s ideas on sustainable development: How preschool children perceive three pillars of sustainability with the regard to 7R. Educational Sciences: Theory and Practice 12(4), 2987-2995.
32. Kahriman Pamuk, D., and Olgan, R. (2020). Comparing predictors of teachers’ education for sustainable development practices among eco and non-eco preschools. Education and Science, 45(203), 327-345. https://doi.org/10.15390/EB.2019.8774
33. Kalafati, M., Flogaiti, E., and Daskolia, M. (2024). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research, 1-28. https://doi.org/10.1080/13504622.2023.2291319
34. Karataş, T. (2020). Çevresel sanat uygulamalarının sürdürülebilirliğe katkısı ve biyomimikri. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 24, 721-743.
35. Köklü Yaylacı, H., ve Feriver, S. (2020). Erken çocukluk döneminde çevre eğitimi ve sürdürülebilir kalkınma için eğitim. R. Olgan (Ed.), Erken çocukluk döneminde çevre eğitimi (s. 22-40). Pegem Akademi.
36. Lee, J. (2020). The effect of cooperative land art program through forest experience on character and environmental attitudes of 5 years old children. Journal of Character Education & Research, 5(1). https://doi.org/10.46227/JCER.5.1.2
37. Lundegård, I., and Caiman, C. (2019). Didaktik för naturvetenskap och hållbar utveckling-Fem former av demokratiskt deltagande Education for science and Sustainable Development-Four forms of Democratic Participation. Nordic Studies in Science Education, 15(1), 38-53. https://doi.org/10.5617/nordina.4822
38. Mamur, N. (2017). Ekolojik sanat: Çevre eğitimi ile sanatın kesişme noktası. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 1000-1016. https://doi.org/10.17860/mersinefd.316297
39. Marton, F. (1986). Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28-49.
40. Merriam, S. B. (2018). Nitel araştırma desen ve uygulama için bir rehber (S. Turan, Çev.). Nobel Akademik Yayıncılık.
41. McClintic, S., and Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A qualitative study. Journal of Early Childhood Teacher Education, 36(1), 24-43. https://doi.org/10.1080/10901027.2014.997844
42. Miller, S. (2003). Analysis of phenomenological data generated with children as research participants. Nurse Researcher, 10(4), 68-82.
43. Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
44. Mustard, F. (2000, Aralık). Early childhood development: The base for a learning society [Conference presentation]. HRDC/OECD Meeting, Ottawa, Canada.
45. Onur A., Çağlar, A., ve Salman, M. (2016). 5 yaş okulöncesi çocuklarda atık kâğıtların değerlendirilmesi ve çevre bilincinin kazandırılması. Kastamonu Eğitim Dergisi, 24(5), 2457-2468.
46. Önder, A. (2014). Okul öncesi dönemde çocukları değerlendirme ve tanıma teknikleri. Pegem Akademi Yayıncılık.
47. Öztap, R., ve Bartan, M. (2019). Okul öncesi eğitimde artık materyaller ile yapılan sanat etkinliklerinin çocukların geri dönüşüm farkındalık düzeylerine etkisinin incelenmesi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 5(3), 64- 87. https://doi.org/10.29065/usakead.646454
48. Papavasileiou, V., Nikolaou, E., Andreadakis, N., Xanthacou, Y., and Kaila, M. (2020). The role of art in environmental education. International E-Journal of Advances in Education, 6(18), 287–295. https://doi.org/10.18768/ijaedu.819417
49. Piaget, J. (1959). The language and thought of the child (M. Gabain, Çev.). Routledge & Kegan Paul Ltd.
50. Pramling Samuelsson, I. (2011). Why we should begin early with ESD: The role of early childhood education. International Journal of Early Childhood, 43(2), 103–118. https://doi.org/10.1007/s13158-011-0034-x
51. Rönköö, L. M., Aerila, A. J., and Sintonen, S. (2023). Investigating the role of materiality in pre-primary children’s land art. International Journal of Early Childhood Environmental Education, 11(1), 20-33.
52. Rutter, M. (2002). The interplay of nature, nurture, and developmental influences: The challenge ahead for mental health. Archives of General Psychiatry, 59(11), 996–1000. https://doi.org/10.1001/archpsyc.59.11.996
53. Samuelsson, I. P. (2011). Why we should begin early with ESD: The role of early childhood education. International Journal of Early Childhood, 43(2), 103.
54. Siraj-Blatchford, J., Smith, K. C., and Samuelsson, I. P. (2010). Education for sustainable development in the early years. Buenos Aires, Argentina: OMEP, World Organization for Early Childhood Education.
55. Solberg, I. (2016). Land art in preschools. An art practice. International Journal of Education & the Arts, 17(21).
56. Sumitra, A., Nurunnisa, R., and Hunafa Lestari, R. (2020). The role of teachers in planning early childhood learning. Advances in Social Science, Education, and Humanities Research, 538, 90-92. https://doi.org/10.2991/assehr.k.210322.020
57. Tarr, K. (2008). Enhancing environmental awareness through the arts. Australian Journal of Early Childhood, 33(3), 8. https://doi.org/10.1177/183693910803300304
58. Temiz, Z., and Karaarslan Semiz, G. (2018). Combiningart activities and nature in pre-school education. Erken Çocukluk Çalışmaları Dergisi, 2(3), 556-570. https://doi.org/10.24130/eccd-jecs.1967201823103
59. UNESCO. (2005). International implementation scheme. http://unesdoc.unesco.org/images/0014/001486/148654E.pdf adresinden erişildi.
60. UNESCO. (2012). United nations decade of education for sustainable development: Rio+20 (2005-2014). http://www.uncsd2012.org/content/documents/492UNESCO%20Input%20to%20Rio0%20Compilation%20Document.pdf adresinden erişildi.
61. Ward, K. (2013). Creative Arts-Based Pedagogies in Early Childhood Education for Sustainability (EfS): Challenges and Possibilities. Australian Journal of Environmental Education, 29, 165- 181.
62. Waterhouse, A. H. L. (2013). I materialenes verden. Fagbokforlaget.
63. Vare, P., and Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191-198. https://doi.org/10.1177/097340820700100209
64. Yıldırım, A., ve Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
65. Yıldız, T. G., Öztürk, N., İlhan İyi, T., Aşkar N., Banko Bal, C¸., Karabekmez, S., and Höl, Ş. (2021). Education for sustainability in early childhood education: A systematic review. Environmental Education Research, 27(6), 796–820. https://doi.org/10.1080/13504622.2021.1896680
66. Yücel, G., ve Kurnaz, L. (2021). Yeni gerçeğimiz sürdürülebilirlik. Yeni İnsan Yayınevi.
67. Zencirci Ercivan, D., and Sönmez, S. (2022). Sustainable art in early childhood: Land art. In B. Pekdağ and Ş. M Akgül (Ed.), Theory and research in educational sciences (pp. 34-54). Serüven Publishing.