Simgesel oyunlu etkinliklerin ilk okuma ve yazma becerilerine etkisi

Year 2024, Volume: 13 Issue: 2, 110 - 135, 30.04.2024

Esra Ay Karaçuha , Ahmet Çebi

https://doi.org/10.19128/turje.1212118

Abstract

Bu araştırmanın amacı, anasınıfında düzenlenen simgesel oyun içerikli etkinliklerin ilk okuma ve ilk yazma becerilerine etkisini ortaya koymaktır. Bu amaca yönelik olarak karma yöntem araştırması tasarlanmıştır. Araştırmanın deney sürecine 15 deney 15 denetleme kümesinde olmak üzere 30 anasınıfı çocuğu katılmıştır. Anasınıfı düzeyinde okuma yazmaya hazırlık kazanımları önerilmiş ve bu kazanımlara yönelik 30 simgesel oyun içerikli etkinlik geliştirilerek uygulanmıştır. Bu araştırmanın ilk aşamasında, öntest-sontest uygulamalı, eşleştirilmiş deney-denetleme kümeli olmak üzere, dört deney uygulanmıştır. Deney sürecinden elde edilen veriler Man-Whitney U Testi ve Wilcoxon Sıralı İşaretler Testi ile çözümlenmiştir. Araştırmanın ikinci aşamasına deney kümesinden 10 ve denetleme kümesinden 10 olmak üzere 20 birinci sınıf çocuğu katılmıştır. Bu aşamada veriler yarı yapılandırılmış gözlem ve görüşme formları aracılığıyla toplanmıştır. Nitel veriler betimsel analiz yoluyla çözümlenmiştir. Anasınıfında araştırmaya özgü belirlenen okuma-yazmaya hazırlık kazanımlarını başarıyla edinip birinci sınıfa geçen deney kümesi çocukları ilk okuma ve ilk yazma kazanımlarını edinmede, anasınıfında okuma-yazmaya hazırlık kazanımlarını edinmeden birinci sınıfa geçen denetleme kümesi çocuklarına göre daha başarılı olmuştur.

Keywords

Erken okuryazarlık, İlk okuma becerileri, İlk yazma becerileri, Simgesel oyun, Tomurcuklanan okuryazarlık

The effect of symbolic play activities on first reading and writing skills

Abstract

The aim of this research is to reveal the effects of symbolic play content activities organized in kindergarten to first reading and writing skills. For this purpose, mixed-method research has been designed. In the first stage of this research, four experiments, including pretest-posttest applied, a paired experiment-control group, were applied. 30 kindergarten students from 15 experimental and 15 control group-students participated. The data obtained from the experimental process were analyzed with the Man-Whitney U Test and Wilcoxon Signed Rank Test. In the second stage, the data were collected through semi-structured observation and interview forms. 20 first-grade students from 10 experimental and 10 control group-students participated. Qualitative data were analyzed through descriptive analysis. The control group participants who successfully acquired the read-write preparation outcomes in the kindergarten and passed to the first grade were more successful in obtaining the first reading and first writing compared to the supervisory set participants who passed the first grade without acquiring the literacy preparation achievements in the kindergarten.

Keywords

Early literacy, Emergent literacy, First reading skills, First writing skills, Symbolic play

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