Okul Öncesi Eğitim Kurumlarında Aralıksız Eğitim Yapılmasına İlişkin Yönetici ve Öğretmen Görüşleri

Abstract

The aim of this study is to reveal the positive and negative results of uninterrupted education in preschool education institutions based on the views of teachers and administrators. The research is a qualitative study and descriptive and content analysis were applied for the data obtained by using semi-structured interview forms. The study group consists 30 teachers and 11 administrators working in 6 independent kindergarten in the central district of Sanliurfa in the 2017-2018 academic year. According to the results of the research; uninterrupted education in preschool education institutions is considered as a negative aspect in terms of teachers' not being able to meet the basic needs such as eating-drinking and resting. On the other hand, the uninterrupted education is considered to be positive in terms of socializing children, undivided activities, and children's safety. It was found that there are differences between the views of teachers and administrators Teachers and principals have suggested that it can be better to have regular breaks, shortened class hours, support staff in the classroom, and multipurpose halls which can be formed by making the school garden and its interior parts safer and more equipped.

Preschool Teachers’ Opinions about Non-Stop Education in Kindergartens

“…Unlike the current study, Demirtaş, Çağlar and Han (2019), found some positive outcomes of non-stop education. For example, non-stop education ensures that activities continue without intervals, and because children are always supervised by the teacher, security problems are avoided.…”

“…Another study, carried out by Demirtaş, Çağlar and Han (2019), reported that non-stop education causes teachers not to have opportunity to have a rest, to eat and drink and to meet his basic needs, and to decrease the efficiency of the teacher, which supports the results of the current study.…”

“…Other suggestions were as follows: Preschool teachers should be given the right to take a break, teachers from different branches should be included in nursery classrooms, school time should be shortened, the number of students should be limited, and classes should be physically improved. A study conducted by Demirtaş, Çağlar and Han (2019) found similar suggestions made by the participating teachers and school administrators most of whom thought normal break time practice should be applied or long breaks can be allowed once or twice during the day. Similar to the results of the current study, they also stated that making assistants available for nursery classrooms could also be a solution.…”

Eğitim Kurumlarında Rehberlik Çalışmaları Kapsamında Kriz Yönetimi ve Etkili İletişim Yöntemleri

“…Krizler, beklenmedik biçimde meydana çıkabilmekte ve bu durum kurum yapısı ve işleyişi üzerinde ehemmiyetli etkilere sebep olabilmektedir. Özellikle de eğitim kurumlarında krizin kurumsal yapı üzerindeki etkilerinin çok daha derinden hissedilebileceği öngörülmektedir (Demirtaş, 2000).…”

“…Yani krizlere hazırlıklı olmaları gerekmektedir. Bu nedenle, her kurumun krizin meydana çıkma olasılığını kabul etmesi ve krize karşı stratejiler geliştirmesi, gerçek koşullar altında çok ehemmiyetlidir (Demirtaş, 2000;Sarı ve Sarı, 2020). Kurumlar, krizlerle karşılaşma olasılıklarına göre stratejiler geliştirmelidir.…”