Dezavantajlılık bağlamında proje yaklaşımı: Öğretmenler, çocuklar ve ailelerin deneyimleri

Arıkan, Arzu

doi:10.24130/eccd-jecs.1967202041215

Cited by 4 publications

(2 citation statements)

References 19 publications

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“…For this, educators need to listen children's voices and observe their interests in different activities. They should also pay attention to children's absenteeism during school days (Arikan, 2015).…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Schooling Experiences of Disadvantaged Children in Preschool: Attitudes, Engagement and Interactions

Arıkan¹

2020

EJER

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The research adopting children's perspectives about early care and education has flourished since the adoption of UNCRC; however, the studies investigating experiences of children from diverse backgrounds in the literature are still scarce. This study aims to describe disadvantaged children's experiences in a target preschool from their own perspectives.Research Methods: This study is part of a large-scale research project, and it focuses on disadvantaged children's perspectives using a case study design. The case of interest included a specific group of people associated with a unique preschool designed for the disadvantaged children. The data comes from 26 children and their parents for this study. Childinterviews were the primary source of data. Parentinterviews, observations and other documents supplemented data analysis. The data was analyzed using ATLAS.ti 7 Software.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Schooling Experiences of Disadvantaged Children in Preschool: Attitudes, Engagement and Interactions

Arıkan¹

2020

EJER

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“…Çağlar Kabacık and Deretarla Gül (2016) concluded that as a result of the project approach-based vegetable applications they conducted with kindergarten children, the children's level of knowledge about vegetables increased and skills such as problem solving, language, social adaptation, and integration of acquired knowledge into daily life developed. Arıkan (2020) examined the experiences of the project studies carried out in a kindergarten where disadvantaged children attend, and determined that the cognitive, language and social-emotional development of the children improved, the awareness of the families increased, and the teachers adopted some of the practices that they learned about the project implementations. In the literature, it was seen that only one of the studies carried out to support children's early literacy skills is related to an alternative approach.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Project Approach-Based Education on Children’s Early Literacy Skills

AKYOL

ŞENOL

YAŞAR³

2022

Int. J. of Cont. Edu. Res.

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This study aimed to determine the effect of project-based education on children's early literacy skills. Experimental design with pre-test-post-test control group was used in the research. The study group of the research consisted of a total of 36 children in the experimental (n: 18) and control (n: 18) groups, who attended independent kindergartens affiliated to the Ministry of National Education in the city center of Afyon, which were randomly selected from the population. As a data collection tool in the study, the "General Information Form" developed by the researchers to collect personal information about children and families (gender, number of siblings, duration of pre-school education, parents' ages, educational status, occupation) and to evaluate early literacy skills the "Test of Early Literacy" (TEL) developed by Kargın, Güldenoğlu and Ergül (2015) were used. A projectbased education program was applied to the children in the experimental group, 3 days a week for 8 weeks. A statistically significant difference was found between the pre-test and post-test mean scores of children in the experimental and control groups on all TEL and its subdimensions, in favor of the scores they obtained in the post-test. Because of the positive change in the experimental and control groups, the differences between the pretest and post-test scores were compared between the children in the experimental and control groups. As a result of the comparison, a statistically significant difference was found in favor of the experimental group.

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The effect of project approach-based science education program on problem-solving skills of preschool children

Güley,

Keskinkılıç

2024

Humanit Soc Sci Commun

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In this study, the effect of project approach-based science “education program on problem-solving skills” of preschool children attending a kindergarten was investigated. The study was conducted with a quasi-experimental design with pretest and posttest control group at a kindergarten affiliated with the “Ministry of National Education” located in a province in Turkey. The study sample consisted of 70 children (35 in the experimental group, 35 in the control group). The study data were collected through Personal Information Form and Age 4–7 “PSSS”. While the Project Approach-Based Science Education Program (PABSEP) was applied to the children in the experimental group in 28 sessions for three days a week for 10 weeks in addition to the National Education Program, the National Education Program was continued in the control group. As a result of the analyses of the data obtained, significant differences were determined between the “PS” scores of the two groups in favor of the experimental group following the education programs applied (p < 0.05). It was concluded that the PABSEP positively affected the problem-solving skills of the preschool children, and that this effect was permanent (p < 0.05).

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Dezavantajlılık bağlamında proje yaklaşımı: Öğretmenler, çocuklar ve ailelerin deneyimleri

Cited by 4 publications

References 19 publications

Schooling Experiences of Disadvantaged Children in Preschool: Attitudes, Engagement and Interactions

Schooling Experiences of Disadvantaged Children in Preschool: Attitudes, Engagement and Interactions

The Effect of Project Approach-Based Education on Children’s Early Literacy Skills

The effect of project approach-based science education program on problem-solving skills of preschool children

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