-

Öz

The purpose of this study is to provide theoretical knowledge on routine morning activities in the French education system, and to present data based on the observation of routine activities. Thus, the study is of descriptive nature. The participants of the study were two groups of 5-year-old children enrolled in a public preschool, in Besançon, France, in the academic year 2011-2012. Two preschool teachers were observed during routine morning activities through non-participant observation technique. The duration of activities was about 20-25 minutes. During the observation, the words and behaviors of the teachers as well as the content of classroom activities were noted and hence recorded. The data obtained through observation were analyzed using descriptive analysis technique and then interpreted. The findings of the study are presented in three main categories. The first category is preparation for the activity and rules, the second category is teacher behaviors, and the third category is scope of the routine activity.

Anahtar Kelimeler

• Preschool Education, Morning Routines, France.

Okul Öncesi Eğitimde Sabah Rutinlerinin İncelenmesi: Fransa Örneği/A Study on Morning Routines in Preschool Education: The Case of France

Öz

Bu çalışmanın amacı Fransız eğitim sisteminde yer alan sabah rutin etkinlikleri ile ilgili kuramsal bilgi verilmesi ve rutin etkinliklerle ilgili yapılan gözleme dayalı verilerin sunulmasıdır. Bu yönüyle çalışma betimsel araştırma özelliğini taşımaktadır. Araştırmanın çalışma grubu Fransa'nın Besançon şehrinde bir resmi anaokulunda 2011-2012 öğretim yılında öğrenim gören iki 5 yaş grubundan oluşmuştur.  İki okul öncesi öğretmeni sabah rutin etkinlikler süresince katılımcı olmayan gözlem tekniği ile gözlemlenmiştir. Etkinlikler 20-25 dakika sürmüştür.  Gözlem boyunca öğretmenin söz ve davranışları, sınıfta yürütülen etkinlikte yapılanlar yazılarak kayıt altına alınmıştır. Gözlem tekniği ile elde edilen veriler betimsel analiz tekniği ile çözümlenerek sunulmuş ve yorumlanmıştır.  Araştırmada elde edilen bulgular üç temel kategori altında sunulmaktadır. Birinci kategori etkinliğe hazırlık ve kurallar ve ikinci kategori öğretmen davranışları ve üçüncü kategori rutin etkinliğin kapsamıdır.

Anahtar Kelimeler: Okul Öncesi Eğitim, Sabah Rutinleri, Fransa.

Abstract

The purpose of this study is to provide theoretical knowledge on routine morning activities in the French education system, and to present data based on the observation of routine activities. Thus, the study is of descriptive nature. The participants of the study were two groups of 5-year-old children enrolled in a public preschool, in Besançon, France, in the academic year 2011-2012. Two preschool teachers were observed during routine morning activities through non-participant observation technique. The duration of activities was about 20-25 minutes. During the observation, the words and behaviors of the teachers as well as the content of classroom activities were noted and hence recorded. The data obtained through observation were analyzed using descriptive analysis technique and then interpreted. The findings of the study are presented in three main categories. The first category is preparation for the activity and rules, the second category is teacher behaviors, and the third category is scope of the routine activity.

Key Words: Preschool Education, Morning Routines, France.

Anahtar Kelimeler

• Okul Öncesi Eğitim, Sabah Rutinleri, Fransa.

Kaynakça

1. Amigues, R., & Zerbato-Poudou, M. T. (2000). Comment L'enfant Devient Elève. Paris : Retz.
2. Bilaloğlu, G. R. (2004). “Okul Öncesi Eğitimde High Scope Yaklaşımı”. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13, 41-56.
3. Bogaert, C., & Delmarle, S. (2006). Une Autre Gestion du Temps Scolaire: Pour un Développement des Compétences dès la Maternelle. Bruxelles: De Boeck.
4. Briquet-Duhazé, S., & Quibel-Périnelle, F. (2009). Les Rituels à L'école Maternelle. Paris: Nathan.
5. Bourdieu, P. (1997). Ce que parler veut dire. L'économie des Echanges Linguistiques. Paris: Fayard.
6. Blanchard-Lavtlle, C. (2003). (Ed.). Une séance de cours ordinaire. Tiens, Mêlante, Passe au Tableau. Paris: L'Harmattan.
7. Curry, M., & Bromfield, C. (1998). Circle Time. Tamworth: Nasen.
8. Delalande, J., (2001). La Cour de Récréation. Pour une Anthropologie de L'enfance. Rennes: Presses Universitaires de Rennes.

9. Doray, M. F. (1997). “Rituels de Rentrée Scolaire et Mise en Scène de Dogmes Pédagogiques”. Ethnologie française, 27 (2), 175-187.
10. Dumas, C. (2009). Construire des Rituels à la Maternelle. Paris: Retz.
11. Easton, F. (1997). “Educating the Whole Child “head, heart, and hands”; Learning From the Waldorf Experience”. Theory Into Practice, 36 (2), 88-94.
12. Ghauoi, J. (2003). “Proposition de Progression Pour les Rituels en Maternelle”. Les Revues Pédagogiques de la Mission Laïque Française Connaissance de Français, 46, 43-50.
13. Gioux, A. M. (2000). Première Ecole, Premiers Enjeux. Paris: Hachette Éducation.
14. Gioux, A. M. (2009). L'école Maternelle, une Ecole Différente?. Paris: Hachette Éducation.
15. Garcion-Vautor, L. (2003). “L'entrée dans L'étude à L'école Maternelle : Le rôle des Rituels du Matin”. Ethnologie française, 1(33), 141-147.
16. Hatchuel, F. (2005). Rituels D'enseignement et D'apprentissage. Hermes, 43, 93-100.
17. Kelly, B., (1999). “Circle Time”. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 15(1), 40-44.
18. Lang, P. (2004). “The Kindergarten Child”. The Research Institute for Waldorf Education, 9 (2), 13- 17.
19. Lang, P., & Mosley, J., (1993). « Promoting Pupil Self-esteem and Positive School Policies Through the use of Circle Time”. Primary Teaching Studies, 7(2), 11–15.
20. Leleu-Galland, E. (2008). La maternelle, Ecole Première et Fondatrice : Construire le Socle Educatif, Cognitif et Culturel. Amiens: Scérén / CRDP.
21. Lown, J. (2002). “Circle Time: The Perceptions of Teachers and Pupils”. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 18(2), 93-102.
22. Marquié-Dubié, H. (2009). Activités Ritualisées en Maternelle. Montpellier: Scérén / CRDP.
23. Pillot, J. (2004). Enseigner à L'école Maternelle : Quelles Pratiques Pour Quels Enjeux?. Paris: ESF.
24. M.E.B. (2006). Okul Öncesi Eğitim Programı (36-72 Aylık Çocuklar için). Ankara: Milli Eğitim Bakanlığı, Okul Öncesi Eğitimi Genel Müdürlüğü.
25. M.E.B. (2013). Okul Öncesi Eğitim Programı. Ankara: Milli Eğitim Bakanlığı, Temel Eğitim Genel Müdürlüğü.
26. M.E.N. (2010). Ecole Maternelle, Les Programmes Officiels. Normandie: Ministre de l'Education Nationale, CNDP-CRDP.
27. Riviere, C. (1995). Les Rites Profanes. Paris: PUF.
28. Roopnarine, L. J., & Jonhson, E. J. (1993). Approaches to early childhood education. New Jersey: Printice Hall.
29. Temel, Z. F. (2012). (Ed.). Erken Çocukluk Döneminde Yaklaşımlar ve Programlar. Ankara: Vize Yayıncılık
30. TDK. Türk Dil Kurumu Büyük Türkçe Sözlük. 03.05.2012 tarihinde http://tdkterim.gov.tr/bts/ adresinden alınmıştır.