Zenginleştirilmiş Oyun Ortamında Meraklı Çocuk

Yıl 2024, Cilt: 43 Sayı: 2, 971 - 1024, 30.12.2024

Gönül Filiz , Belma Tuğrul

https://doi.org/10.7822/omuefd.1470160

Öz

Bu çalışmanın amacı, okul öncesi dönemdeki çocukların formal ve informal etkinliklerine açık uçlu materyallerin dahil edilmesi ile oyun ve oyun materyalleri seçimlerini incelemektir. Çalışmada zenginleştirilmiş oyun ortamında meraklı çocuk (Zoom-Ç) e-Twinning projesinden elde edilen yarı yapılandırılmış görüşme soruları analiz edilerek sonuçlara ulaşılmıştır. Zoom-Ç projesi, İstanbul Aydın Üniversitesi okul öncesi eğitimi doktora programı kapsamında yürütülen oyun araştırmaları dersi kapsamında hazırlanmış bir e-Twinning projesidir. Zoom-Ç projesi, 2021-2022 eğitim-öğretim döneminde, Türkiye’nin 35 ilinde 153 erken çocukluk eğitimi kurumunda, 267 öğretmen, 4005 okul öncesi eğitim grubu çocuğu ile uygulanmıştır. Durum çalışması olarak gerçekleştirilen çalışmada, amaçlı örneklem kullanılarak katılımcı olarak okul öncesi eğitimine devam etmekte olan ve projede aktif olarak yer alan çocukların katılımı sağlanmıştır. Projeye katılım sağlayan 4005 çocuk içerisinden amaçlı örneklem dahilinde seçilen 655 çocuk ile proje öncesi yarı yapılandırılmış görüşme formu analiz edilerek, proje sonunda 67 çocuk ile çalışma tamamlanmıştır. Çalışmanın verileri içerik analizi yöntemiyle analiz edilmiştir. Açık uçlu materyallerin eğitim ortamına entegre edilmesinin çocukların oyun ve oyuncak seçim durumlarında değişiklik oluşturduğu anlaşılmıştır. Çalışma sonuçları açık uçlu materyallerin kaliteli oyun deneyimleri sağlayarak çocukların oyunlarında açık uçlu materyalleri tercih etme eğilimlerinin arttığı sonucuna ulaşılmıştır. Proje sonunda çocukların açık uçlu materyallerle olan deneyimlerinin okul öncesi kurumu ile sınırlığı kalmadığı anlaşılmıştır. Çocukların evde ve okul dışı mekanlarda da açık uçlu materyalleri tercih ettikleri anlaşılmıştır.

Anahtar Kelimeler

okul öncesi eğitim, açık uçlu materyal, oyun, açık uçlu materyallerle oyun

Curious Child in an Enriched Play Environment

Öz

The aim of this study is to examine the inclusion of open-ended materials in preschool children's formal and informal activities and their choice of play and play materials. In the study, the results were reached by analyzing the semi-structured interview questions obtained from the curious child in an enriched play environment (Zoom-Ç) e-Twinning project. Zoom-Ç project is an e-Twinning project prepared within the scope of the play research course conducted within the scope of Istanbul Aydın University preschool education doctoral program. The Zoom-Ç project was implemented in 153 early childhood education institutions in 35 provinces of Turkey in the 2021-2022 academic year with 267 teachers and 4005 preschool children. In the study, which was conducted as a case study, purposive sampling was used to ensure the participation of children who were actively involved in the project and who were continuing their preschool education. The semi-structured interview form was analyzed before the project with 655 children selected within the purposeful sampling among 4005 children who participated in the project, and the study was completed with 67 children at the end of the project. The data of the study were analyzed by content analysis method. It was found that the integration of open-ended materials into the educational environment led to changes in children's choice of games and toys. The results of the study showed that open-ended materials provided quality play experiences and increased children's tendency to prefer open-ended materials in their play. At the end of the project, it was understood that children's experiences with open-ended materials were not limited to preschool institutions. It was understood that children also preferred open-ended materials at home and out of school.

Anahtar Kelimeler

preschool education, play, play with open-ended materials, open-ended materials

Kaynakça

• Arksey, H. & Knight, P. (1999). Interviewing for social scientists. Sage.
• Aşkar, N. & Durmuşoğlu, M. C. (2023). Okul öncesi eğitimde açık uçlu materyallerle oyunun anlamı: Bir durum çalışması. Journal of Qualitative Research in Education, 33, 71-111. https://doi.org/10.14689/enad.33.1645
• Attfield, K. (2022). The young child’s journey of ‘the will’: A synthesis of child-centered and inclusive principles in international Waldorf early childhood education. Journal of Early Childhood Research, 20(2), 159–171.
• Barton, J., Sandercock, G., Pretty, J. & Wood, C. (2015). The effect of playground- and nature-based playtime interventions on physical activity and self-esteem in UK school children. International Journal of Environmental Health Research, 25(2), 196–206.
• Beaudin, H. (2021). One person’s junk is a teacher’s treasure: Learning with loose parts. Exchange, 83–86.
• Beloglovsky, M. & Daly, L. (2015). Early learning theories made visible. Redleaf Press.
• Bodrova, E. & Leong, D. J. (2012). Assessing and scaffolding: Make-believe play. Young Children, 67(1), 28–34.
• Boyd, C. O. (2001). Philosophical foundations of qualitative research. In P. E. Munhall (Ed.), Nursing research: A qualitative perspective (3rd ed., pp. 65-90). NLN Press.
• Branje, K., Stevens, D., Hobson, H., Kirk, S., Stone, M. & Branje, K. (2021). Impact of an outdoor loose parts intervention on Nova Scotia preschoolers’ fundamental movement skills: A multi-methods randomized controlled trial. AIMS Public Health, 9(1), 194–215.
• Brink, P. J. (1991). Issues of reliability and validity. In J. M. Morse (Ed.), Qualitative nursing research: A contemporary dialogue (pp. 164-186). Sage.
• Bundy, A. C., Luckett, T., Tranter, P. J., Naughton, G. A., Wyver, S. R., Ragen, J. & Spies, G. (2009). The risk is that there is ‘no risk’: A simple, innovative intervention to increase children’s activity levels. International Journal of Early Years Education, 17(1), 33-45.
• Bundy, A., Wyver, S., Naughton, G., Engelen, L. & Tranter, P. (2016). The Sydney playground project: Results from a cluster randomized controlled trial of a school playground-based intervention to increase children’s physical activity, play and social skills.
• Caldwell, H. A. T., Spencer, R. A., Joshi, N., Branje, K., Cawley, J., Hobson, H., Kirk, S. F. L., Stevens, D. & Stone, M. R. (2023). Impact of an outdoor loose parts play intervention on Nova Scotian preschoolers' physical literacy: A mixed-methods randomized controlled trial. BMC Public Health, 23(1), 1126.
• Cankaya, O., Rohatyn-Martin, N., Leach, J., Taylor, K. & Bulut, O. (2023). Preschool children's loose parts play and the relationship to cognitive development: A review of the literature. Journal of Intelligence, 11(8), 151.
• Casey, T. & Robertson, J. (2016). Loose parts play: A toolkit. Inspiring Scotland.
• Curious Neuron. (2019). The importance of open-ended play in early childhood. Retrieved from https://www.curiousneuron.com
• Curtis, D. & Carter, M. (2005). Rethinking early childhood environments to enhance learning. YC Young Children, 60(3), 34-38.
• Daly, L. & Beloglovsky, M. (2015). Loose parts: Inspiring play in young children. Redleaf Press.
• Davey, L. (1991). The application of case study evaluations. Practical Assessment, Research & Evaluation, 2(9).
• Daymon, C. & Holloway, I. (2010). Qualitative research methods in public relations and marketing communications. Routledge.
• Dennis, S. F., Wells, A. & Bishop, C. (2014). A post-occupancy study of nature outdoor classrooms in early childhood education. Children, Youth and Environments, 24(2), 35-52.
• DiBello, A. & Ashelman, P. (2010). Integrating the arts in early childhood settings: The role of materials. In Educating the creative mind: Developing capacities for the future (pp. 38-45).
• Drew, W. F. & Rankin, B. (2004). Promoting creativity for life using open-ended materials. YC Young Children, 59(4), 38.
• Duman, G. (2010). Türkiye ve Amerika’da anasınıfına devam eden çocukların oyun davranışlarının incelenmesi: Kültürler arası bir çalışma (Yayımlanmamış doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
• Elkind, D. (2011). Oyunun gücü (D. Erol-Öngen, Trans.). İmge Kitabevi.
• Engelen, L., Wyver, S., Perry, G., Bundy, A., Chan, T. K. Y., Ragen, J. & Naughton, G. (2018). Spying on children during a school playground intervention using a novel method for direct observation of activities during outdoor play. Journal of Adventure Education and Outdoor Learning, 18(1), 86-95.
• Erlandson, D. A., Harris, E. L., Skipper, B. L. & Allen, S. T. (1993). Doing naturalistic inquiry: A guide to methods. Sage.
• Falkner, A. & Rodríguez, N. N. (2023). Rocking and rolling: Supporting curiosity and inquiry in early social studies. Young Children. Retrieved from https://www.naeyc.org
• Farmer, V. L., Williams, S. M., Mann, J. I., Schofield, G., McPhee, J. C. & Taylor, R. W. (2017). Change of school playground environment on bullying: A randomized controlled trial. Pediatrics, 139(5), e20163072. https://doi.org/10.1542/peds.2016-3072
• Fjortoft, I. & Sageie, J. (2000). The natural environment as a playground for children—Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48(1–2), 83–97. doi:10.1016/S0169- 2046(00)00045-1
• Flannigan, C. & Dietze, B. (2017). Children, outdoor play, and loose parts. Journal of Childhood Studies, 42(4), 53-60.
• Flick, U. (2018). Triangulation in data collection. In The SAGE handbook of qualitative data collection. Sage.
• Frödén, S. & Rosell, A.-L. (2019). Opening an imaginative space? A study of toys and toy-play in a Swedish Waldorf kindergarten. Nordic Journal of Pedagogy & Critique, 5, 186-201.
• Gençer, A. A. & Avcı, N. (2017). The treasure in nature! Loose part theory. Current Trends in Educational Sciences, 9, 16-34.
• Gibson, J. L., Cornell, M. & Gill, T. A. (2017). Systematic review of research into the impact of loose parts play on children's cognitive, social and emotional development. School Mental Health, 9(4), 295-309. https://doi.org/10.1007/s12310-017-9220-9
• Gronlund, G. (2010). Developmentally appropriate play: Guiding young children to a higher level. Redleaf Press.
• Gull, C., Bogunovich, J., Goldstein, S. L. & Rosengarten, T. (2019). Definitions of loose parts in early childhood outdoor classrooms: A scoping review. International Journal of Early Childhood Environmental Education, 6(3), 37-52.
• Hancock, R. D. & Algozzine, B. (2006). Doing case study research. Teachers College Press.
• Heravi, A., Mübarek, S. & Choo, R. K.-K. (2018). Information privacy in online social networks: Uses and gratification perspective. Computers in Human Behavior, 90, 441-459. https://doi.org/10.1016/j.chb.2018.09.003
• Houser NE, Cawley J, Kolen AM, Rainham D, Rehman L, Turner J. (2019). A loose parts randomized controlled trial to promote active outdoor play in preschool-aged children: Physical literacy in the early years (pley) project. Methods Protoc 2(2):1–14. doi: 10.3390/mps2020027. - DOI - PMC - PubMed
• Hu, M., Ye, T., Hu, J. & Wang, C. (2021). Analyzing spatial experience of loose parts in children’s outdoor play environments based on behavior mapping. International Journal of Environmental Research and Public Health, 18(21), 11119. https://doi.org/10.3390/ijerph182111119
• Hughes, B. (2001). Evrimsel Oyun Çalışması ve Yansıtıcı Analitik Uygulama; Routledge: Londra, İngiltere.
• Hyndman, B. & Mahony, L. (2018). Developing creativity through outdoor physical activities: A qualitative exploration of contrasting school equipment provisions. Journal of Adventure Education and Outdoor Learning, 18(3), 242–256. https://doi.org/10.1080/14729679.2018.1436078
• Hyndman, B., Benson, A., Ullah, S. & Telford, A. (2014b). Evaluating the effects of the Lunchtime Enjoyment Activity and Play (LEAP) school playground intervention on children’s quality of life, enjoyment and participation in physical activity. Bmc Public Health, 14, 164. doi:10.1186/1471-2458-14-164.
• Kashin, D. (2015). Intentionality with Loose Parts: Playing, Tinkering and Messing About. Technology Rich Inquiry-based Research.
• Keeler, R. (2008). Natural playscapes, creating outdoor play environments for the soul. Redmond, WA: Exchange Press.
• Knafl, K. A. & Howard, M. J. (1984). Interpreting and reporting qualitative research. Research in Nursing & Health, 7(1), 17–24.
• Kuh, L. P., Ponte, I. & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children Youth and Environments, 23(2), 49–77.
• Lester, S.; Russell, W. (2014). Turning the world upside down: Playing as the deliberate creation of uncertainty. Children 1, 241–260.
• Mahony, L., Hyndman, B., Nutton, G., Smith, S. & te Ava, A. (2017). Monkey bars, noodles and hay bales: A comparative analysis of social interaction in two school ground contexts. Int J Play, 6(2), 166–176.
• Malaguzzi, L. (1993). For an education based on relationships. Young children, 49(1), 9-12.
• Malaguzzi, L. (1993). History, ideas, and basic philosophy. In The Hundred Language Children: The Reggio Emilia Approach to Early Childhood Education; Edwards, C., Gandini, L., Forman, G., Eds.; Ablex: Norwood, NJ, USA.
• Maxwell, L. E., Mitchell, M. R. & Evans, G. W. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth & Environments, 18(2), 36–63.
• Merriam, SB. (1998). Eğitimde Nitel Araştırma ve Vaka Çalışması Uygulamaları. Jossey-Bass Publishers, San Francisco.
• Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thous& Oaks, CA: Sage.
• Naish, C., McCormack, G. R., Blackstaffe, A., Frehlich, L. & Doyle-Baker, P. K. (2023). An Observational Study on Play and Physical Activity Associated with a Recreational Facility-Led Park-Based “Loose Parts” Play Intervention during the COVID-19 Pandemic. Children, 10(6), 1049.
• Neuman, W. L. & Robson, K. (2014). Basics of social research. Pearson Canada Toronto.
• Nicholson, S. (1971). How Not to Cheat Children: Theory of Loose Parts. Landsc. Archit, 62, 30–34
• Pereira, J. V., Dionísio, J., Lopes, F. & Cordovil, R. (2023). Playing at the Schoolyard: “The Who’s, the What’s and the How Long’s” of Loose Parts. Children, 10(2), 240.
• Ramani, G. B. & Sarah H. E. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan 96: 27–32.
• Ridwan, A., Nurul, N. A. & Faniati, F. (2022). Analisis Penggunaan Media Loose Part untuk Meningkatkan Kemampuan Motorik Halus Anak Usia 5-6 Tahun. Mitra Ash- Shibyan: Jurnal Pendidikan Dan Konseling, 5(02), 105–118.
• Seer, M. (2016). Why Loose parts? Their relationship with sustainable practice, children’s agency, creative thinking and learning outcomes. Educating Young Children: Learning and Teaching in the Early Childhood Years 22(2), 1619.
• Shabazian, A. N. & Li Soga, C. (2014). Infants and toddlers: Making the right choice simple: Selecting materials for infants and toddlers. YC Young Children, 69(3), 60-65.
• Siskawati & Herawati. (2021). Efektivitas Media Loose Parts di PAUD Kelompok A Pada Masa Belajar Dari Rumah. Jurnal Pendidikan Luar Sekolah, 15(1), 41–47.
• Slot, Pauline Louise, Hanna Mulder, Josje Verhagen, and Paul P. M. Leseman. 2017. Preschoolers’ cognitive and emotional self-regulation in pretend play: Relations with executive functions and quality of play. Infant and Child Development 26: e2038.
• Smith, J. A. (2020). The role of open-ended materials in early childhood education. Early Childhood Education Journal, 48(2), 123-134. https://doi.org/10.1007/s10643-020-01029-8
• Smith, P. K. & Dutton, S. (1979). Play and training on direct and innovative problem-solving. Child Development, 50, 830-836.
• Smith-Gilman, S. (2018). The arts, loose parts and conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90-103.
• Spencer RA, Joshi N, Branje K, Lee McIsaac J, Cawley J, Rehman L. (2019). Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres. AIMS Public Heal 6(4):461–76.
• Spencer RA, Joshi N, Branje K, Murray N, Kirk SF, Stone MR. (2021). Early childhood educator perceptions of risky play in an outdoor loose parts intervention. AIMS Public Heal. 8(2):213–28.
• Stornelli, A. (2017). “Implementing a Nature-Based Approach in Elementary Schools.” Dissertation Research Paper. Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto.
• Strauss, A., Corbin, J. (1990). (Editors) London: SAGE Publications, pp. 1-34.
• Stroud, J. E. (1995). Block play: Building a foundation for literacy. Early Childhood Education Journal, 23(1), 9–13.
• Sutton, M.J. (2011). In the Hand and Mind: The Intersection of Loose Parts and Imagination in Evocative Settings for Young Children. Child. Youth Environ. 21, 408–424.
• Van Rooijen, M. (2017). Experiences of risk play and law: David Ball. Journal of Playwork Practice, 4(1), 63-66.
• Van Rooijen, M.; De Martelaer, K.; Lensvelt-Mulders, G.; van der Poel, L.; Cotterink, M. (2023). “It Is Scary, but Then I Just Do It Anyway”: Children’s Experiences and Concerns about Risk and Challenge during Loose Parts Play. Int. J. Environ. Res. Public Health, 20, 7032.
• Vygotsky, L. S. (1962). The Development of Scientific Concepts in Childhood.
• Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5, 6-18
• Vygotsky. L. S. (1978). Mind in society: The development of higher psychological 134 processes. Cambridge: MITT Press.
• White, J. (2010). Loose parts and flexible thinking. Early Education Journal. Summer, 82, 13- 15.
• White, J. (2017). Loose parts and flexible thinking. Early Education Journal. 82, 13-15.
• White, R.E. & Stephanie M. C. (2016). What would Batman do? Self-distancing improves executive function in young children. Developmental Science 19: 419–26.
• Whitebread, D., Dave N., Hanne J, Claire L., S. L. S., Emily H., Kathy H.P. & Jennifer Z. (2017). The Role of Play in Children’s Development: A Review of the Evidence. Billund: LEGO Fonden.
• Whitebread, D., Marisol B., Martina K., and Mohini V. (2012). The Importance of Play. Brussels: Toy Industries of Europe.
• Wiltshire, C. A. & Scott, M. (2024). Building Executive Function Skills Through Games: The Power of Playful Learning. Young Children, NAEYC. Retrieved from https://www.naeyc.org
• Wood, L. & Neville B. (1997). The rhetoric and reality of play: Teachers’ thinking and classroom practice. Early Years 17: 22–27.
• Yağar, F. & Dökme, S. (2018). Niteliksel Araştırmaların Planlanması: Araştırma Soruları, Örneklem Seçimi, Geçerlik ve Güvenirlik. Gazi Sağlık Bilimleri Dergisi, 3(3), 1-9.
• Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yin, R. (1984). Case study research: design and methods. (3. Basım). California: Sage Publications.