Suzuki Erken Çocukluk Eğitimi Programı’nın çevrimiçi ders adaptasyon süreci

Abstract

Küresel olarak yaşanan salgın süreci eğitimde ani değişimler yapılmasını zorunlu kıldı. Bu alanlardan biri olan ve 0-3 yaş aralığında bebeklerin müzik eğitimini hedefleyen Suzuki Erken Çocukluk Eğitimi (SEÇE) de bu alanlardan biridir. Bebeklerin doğası gereği dijital teknolojinin çok az yer aldığı bu derslerde sürecin nasıl yönetildiği soruları ortaya çıkmıştır. Bu araştırma SEÇE öğretmenlerinin çevrimiçi dersler hakkındaki düşüncelerini ve uygulamalarını belirlemeyi amaçlamaktadır. Araştırmada nitel araştırma yöntemlerinden gözlem ve görüşme kullanılmıştır. Araştırmacı, Meksika Suzuki Derneği tarafından düzenlenen çevrimiçi derslere katılmış ve röportajlar yapmıştır. Verilerin analizinde içerik analizi yapılmıştır. SEÇE'nin sistematik yapısı nedeniyle çevrimiçi adaptasyonun kolay olduğu, ebeveynin aktif katılımı sayesinde sürecin yönetilmesinde kolaylıklar olduğu ancak birlikte çalma, etkileşim, birbirinden öğrenme ve grup çalışmalarının gerektiği gibi yapılamadığı, çalgıların her evde bulunmamasından dolayı tını ve işitme çalışmalarında eksiklikler olduğu belirlenmiştir. Öğretmenlerin yüz yüze ve etkileşimli eğitimi tercih ettikleri belirtilmektedir.

Keywords

• Çevrimiçi canlı dersler
• Erken çocukluk eğitimi
• Müzik eğitimi
• Suzuki Erken Çocukluk Eğitimi Programı
• Teknoloji

Online course adaptation process of Suzuki Early Childhood Education Program

Abstract

The global pandemic has caused some sudden changes in education. The Suzuki Early Childhood Education (SECE), which aims at the musical education of babies (0-3) and conducts the lessons face-to-face, is one of the areas most affected by the pandemic. Due to the nature of babies, in these lessons, where digital technology is rarely involved, questions emerged about how the process is managed. The purpose of this research is to identify SECE teachers' views on online courses and their practices. Qualitative research method was used in the research. The researcher attended online classes organized by the Mexico Suzuki Association and made interviews. Content analysis was performed. It was found that online adaptation was easy due to the systematic structure of the SECE; in addition, managing the process was convenient thanks to the active participation of the parent; however, playing together, interaction, learning from each other and group studies could not be done as required; finally, there were deficiencies in tone and aural studies due to the lack of instruments. Overall, teachers were found to prefer face-to-face and interactive education.

Keywords

• Early childhood education
• Music education
• Online lessons
• Suzuki Early Childhood Education
• Technology

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