Okul Öncesi̇ Değerler Eği̇ti̇mi̇nde Kullanilan Yöntem Ve Tekni̇kler (Ni̇tel Bi̇r Araştirma)

AKTO, Akif; AKTO, AKİF; AKTO, SEMRA

doi:10.26791/sarkiat.342143

Cited by 11 publications

(5 citation statements)

References 7 publications

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“…There is a lack of literature examining the development of values specifically through sports such as gymnastics. However, existing studies on values in education highlight concepts such as respect, responsibility, love, tolerance, and cooperation as essential for children's development (Akto & Akto, 2017;Arıcı & Bartan, 2019;Ogelman & Sarıkaya, 2015;Yıldız, Elibol & Ada, 2021). These concepts align with the scale and subdimensions used in our study.…”

Section: Discussionsupporting

confidence: 63%

Values Development Through Gymnastic Education in Preschool Children

YÜRÜK,

SÖNMEZ,

KAZAK

2024

SGJ

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Physical education and sports are at the forefront of many schools of thought when it comes to values education since sport has the power to provide a universal framework for learning values. For this reason, the aim of this study is to examine the development of values in children aged four and five who start their gymnastics education in early childhood. In the experimentally planned study, the children's families filled the values scale as a pre-test and post-test, and the changes were examined. The population of the research group consisted of children aged four to five who attended the gymnastics course opened by a private club in the Akhisar district of Manisa during the summer period. The sample group consisted of 49 children whose consent was obtained after informing their families. The Preschool Values Scale Family Form (PVSFF), developed by Neslitürk and Çeliköz (2015), was used as a measurement tool. Although there was no significant difference between the pre-test and post-test mean scores of the Preschool Values Scale Family Form, a significant difference was found only in the responsibility sub-dimension of the scale. Therefore, it is understood that children can gain values, especially responsibility, through lifelong game-based sports. Considering that learning through game is important in early childhood, it is thought that emphasizing the concept of values in the movement or sports education programs to be structured and to inform the teachers, coaches or consultants working in this field is crucial.

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Section: Discussionsupporting

confidence: 63%

Values Development Through Gymnastic Education in Preschool Children

YÜRÜK,

SÖNMEZ,

KAZAK

2024

SGJ

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“…Thompson (2011) found that teachers mostly preferred storytelling and role model techniques in values education. Akto and Akto (2017) determined that pre-school teachers use methods and techniques such as educational games, reading books, question-answer, drama and discussion in values education. The methods and techniques that can be employed in values education may vary according to teachers' practices.…”

Section: Discussionmentioning

confidence: 99%

Values Education Practices in Preschool: The Case of Turkey and the United States

Yenen

Ulucan

2021

Participatory Educational Research

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In this study, the aim is to determine national and universal values that are tried to be taught to children in pre-school education institutions of different cultures and to compare programs and practices in the context of value education within the framework of teachers' views. Case study, one of the qualitative research methods, was used in the study. In the study, criterion and convenience sampling methods, one of the purposive sampling methods, were used in determining the study group. In this context, the study group of the research consisted of 52 pre-school teachers who participated in the study voluntarily from Turkey and the United States, Ohio. In the study, semi-structured interview form was used as the data collection tool. The data of the study was analyzed by content analysis method. The results show that values education cannot be provided only through the integration of values in the curriculum, and that value transfer is a sophisticated process involving many disciplines. It is understood from the findings that there are significant differences in value perception as well as differences in practice in both countries. For example, in both countries the priority national values were found to be different. Although there are similarities in the methods and techniques used in values education practices in both countries, it was concluded that in terms of assessment methods teachers from Ohio were able to employ more diverse methods and observe their students better. In addition, teachers from Ohio do not experience as many problems as Turkish teachers and are solution-oriented in values education practices.

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“…Etkin bir öğretim için öğretmenin uygulayacağı çok sayıda yöntem ve teknik mevcuttur. Yöntem ve teknik seçiminde programın niteliği, öğrenci grubunun tutumları, öğretmen ve öğrencilerin kişilikleri, sınıf atmosferi ve çevresel faktörler etkili olmaktadır (Akto ve Akto, 2017). Her bir yöntemin geliştirilme kaygısı farklı olduğundan, bir konuda etkili öğrenme için yöntemlerden bir tanesi faydalı olurken, bir diğerinin herhangi bir etkisi olmayabilir.…”

Section: Adı Uygulama şEkli Faydalarıunclassified

Kavram Öğretim Yöntemlerinde Oyun ve Oyuncağın Yeri

Yavuz

Şık

2022

Anadolu Journal of Educational Sciences International

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Education is a process that begins from the day we were born and continues throughout our lives. The early childhood period, where the foundations of learning are laid, is important. At the same time, providing quality education and appropriate environmental conditions to children in this age group who are in the playing period plays an important role in supporting the physical, mental, emotional and social development of the child. Looking at pre-school education programs, a significant time is devoted to learning concepts in children, and the program includes teaching concepts such as color, shape, size, place and direction. Concepts are supportive in expressing cognitive functions such as identifying objects that children see around them, understanding the order in which events occur, comparing, and determining the position of objects or people in space. There is no standard practice for teaching concepts in classroom activities, but it differs depending on the age of the children, the school's facilities, and the teacher's approach to the subject. In this study, a survey was conducted for teachers working in preschool education institutions to determine the methods used in teaching concepts for children aged 48-60 months with normal development and to question the role of games and toys in teaching. Surveys were distributed in print to kindergartens in Bursa and Ankara, and data were obtained from 133 educators. Within the scope of the research, numerical analysis of the qualitative data obtained was made by using the case study method, one of the qualitative research designs, and the findings were interpreted. In preschool education, the concept of time was expressed in the first place and the concept of direction-location in space was expressed in the second place. Another result obtained in the study was that concept training mainly given through game activities.

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Okul Öncesi̇ Değerler Eği̇ti̇mi̇nde Kullanilan Yöntem Ve Tekni̇kler (Ni̇tel Bi̇r Araştirma)

Cited by 11 publications

References 7 publications

Values Development Through Gymnastic Education in Preschool Children

Values Development Through Gymnastic Education in Preschool Children

Values Education Practices in Preschool: The Case of Turkey and the United States

Kavram Öğretim Yöntemlerinde Oyun ve Oyuncağın Yeri

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