Deprem Bölgesinde Dil Gelişimi Odaklı Kapsayıcı Orff-Schulwerk Eğitimine Yönelik Okul Öncesi Öğretmenlerinin Görüşleri

Öz

Bu araştırmanın amacı, deprem bölgesindeki okul öncesi dönem çocuklarının dil gelişimini desteklemeye yönelik kapsayıcı Orff-Schulwerk eğitimine ilişkin öğretmen görüşlerini incelemektir. Araştırma durum çalışması deseniyle yürütülmüştür. Araştırmanın çalışma grubunu resmî anaokullarında görev yapan 17 okul öncesi öğretmeni oluşturmuştur. Veriler araştırmacılar tarafından geliştirilen yapılandırılmış görüşme formuyla toplanmış, nitel içerik analiziyle çözümlenmiştir. Araştırma sonucunda öğretmenler, deprem sonrasında çocuklarda kaygı, korku, güvensizlik, içe kapanma, sosyal uyum güçlükleri ile dil ve iletişim becerilerinde gerilemeler gözlemlediklerini belirtmiştir. Öğretmen görüşlerine göre Orff-Schulwerk yaklaşımı dil gelişimini, kendini ifade etmeyi, sözcük dağarcığını, ses ve ritim farkındalığını, sosyal etkileşimi ve etkin katılımı destekleme potansiyeli taşımaktadır. Bununla birlikte kalabalık sınıflar, materyal yetersizliği, dil farklılıkları, bireysel gereksinimlere uyum sağlama güçlüğü ve uygulamalı öğretmen eğitimi ihtiyacı temel sorunlar olarak belirlenmiştir. Sonuç olarak kapsayıcı Orff-Schulwerk eğitiminde dil ve iletişim hedeflerinin, farklılaştırılmış katılım yollarının, erişilebilir materyallerin ve süreç odaklı değerlendirmenin bütünleştirilmesi gerektiği sonucuna ulaşılmıştır. Bulgular öğretmenlerin öz bildirimlerine dayandığından, yaklaşımın çocukların dil gelişimi üzerindeki doğrudan etkisine ilişkin kanıt sunmamaktadır

Anahtar Kelimeler

• Orff-Schulwerk
• okul öncesi dönem
• kapsayıcı eğitim
• deprem bölgesi

Etik Beyan

Bu çalışma Gazi Üniversitesi Bilimsel Araştırma Yayın ve Etik Kurulu’nun 11.03.2025 tarihli 04 sayılı kararı ile alınan izinle yürütülmüştür.

Preschool Teachers’ Views on Language Development-Focused Inclusive Orff-Schulwerk Education in an Earthquake-Affected Region

Öz

The purpose of this study was to examine teachers’ views on inclusive Orff-Schulwerk education aimed at supporting the language development of preschool children in an earthquake-affected region. The study employed a case study design. The study group consisted of 17 preschool teachers working in public preschools. Data were collected using a structured interview form developed by the researchers and analyzed through qualitative content analysis. The findings indicated that teachers observed anxiety, fear, insecurity, social withdrawal, difficulties in social adjustment, and declines in children’s language and communication skills following the earthquakes. According to the teachers, the Orff-Schulwerk approach has the potential to support language development, self-expression, vocabulary, sound and rhythm awareness, social interaction, and active participation. However, overcrowded classrooms, limited materials, language differences, difficulties in adapting activities to individual needs, and the need for practice-based teacher training were identified as the main challenges. The study concluded that inclusive Orff-Schulwerk education should integrate language and communication objectives, differentiated ways of participation, accessible materials, and process-oriented assessment. Since the findings are based on teachers’ self-reports, they do not provide evidence of the direct effects of the approach on children’s language development.

Anahtar Kelimeler

• Orff-Schulwerk
• preschool period
• inclusive education
• earthquake region

Etik Beyan

This study was conducted with the permission obtained by the decision of Gazi University Scientific Research Publication and Ethics Committee dated 11.03.2025 and numbered 04.

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