Okul Öncesi Öğretmenlerinin Riskli Oyunlara Yönelik Görüş ve Algıları

Güler, İpek; Demir, Ergül

doi:10.21565/ozelegitimdergisi.246237

Cited by 14 publications

(6 citation statements)

References 3 publications

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“…In studies, it is seen that children are mostly warned by their families and teachers about the dangers that may occur in outdoors (Sicim Sevim & Bapoğlu Dümenci, 2019). Teachers in Turkey reported that outdoor plays were risky (Güler & Demir, 2016;Güngör & Göloğlu Demir, 2022). As a result, the teacher's risk perception may influence the child, the family's risk perception and attitude may influence the teacher and the child.…”

Section: Resultsmentioning

confidence: 99%

Views of Teachers and Headteachers about Outdoor Learning in Pre-School Education Institutions in Turkey and England

ÖZTÜRK SAMUR,

LUFF

2023

İnsan Ve Toplum Bilimleri Araştırmaları Dergisi

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In the study, it is aimed to determine the views and experiences in outdoor learning of preschool teachers and headteachers in preschool institutions in Turkey and England with phenomenological research. The data was collected by interview forms which consisted of open-ended questions. Teachers, and head teachers in preschool institutions were interviewed both in Turkey and England. The study group determined 9 headteachers and 9 teachers from 6 school in Turkey and England. As a result, according to views of headteachers and teachers school gardens, equipment, and spent time outside are insufficient in Turkey unlike in England. It is seen that family participation in outdoor learning is more common in Turkey. However, in Turkey, teachers and headteachers feel more family pressure. These pressures arise from situations such as the safety of their children, the fact that they are sick and their clothes are dirty. The fact that teachers are alone in the classroom without help also makes teachers feel anxious about the safety of children in outdoor learning activities. Teachers in both countries emphasized the positive effects of outdoor learning in terms of learning, children and teachers. On the other hand, teachers and headteachers in Turkey also mentioned the negative effects of outdoor learning in the context of child, teacher and program. It is seen that the subject of outdoor learning is not sufficiently included in vocational education and in-service trainings in both countries. Physical facilities can be developed in Turkey. Parent’s education, teacher assistant, and economic supports will be effective in overcoming the obstacles with outdoor learning in Turkey. In both countries, teacher training programs should more include outdoor learning topics and teachers should be supported with in-service training.

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Section: Resultsmentioning

confidence: 99%

Views of Teachers and Headteachers about Outdoor Learning in Pre-School Education Institutions in Turkey and England

ÖZTÜRK SAMUR,

LUFF

2023

İnsan Ve Toplum Bilimleri Araştırmaları Dergisi

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“…This study builds upon foundational theories of child development by Piaget (1962), Erikson (1985), Rubin et al (1983), Oktay (1999), Hampton et al (1999), and Gagnon and Nagle (2004), affirming the significant impact of play on cognitive, language, social-emotional, and motor skills development. It introduces a nuanced exploration of risky play, an evolving concept in developmental psychology (Güler & Demir, 2016). Characterized by activities like climbing, jumping, and navigating uneven terrains, risky play is essential for children's holistic growth.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Investigation of the Relationship Between Mothers' Perceptions of Risky Play and Their Children's Self-Concepts

Çelik,

Karaca,

Kaya

2024

E-Kafkas Eğitim Araştırmaları Dergisi

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This study was conducted to determine the relationship between the perceptions of mothers of children attending preschool institutions about risky play and children's self-concept and the relationship between gender. In line with this purpose, it was conducted using the relational survey model, one of the quantitative research methods. The sample of the study was determined using the convenience sampling method. The sample of the study consisted of 257 volunteer children and the mothers of the same children. In the study, a general information form developed by the researcher was used to obtain information about the demographic characteristics of the children and their families. As a data collection tool, "Scale for the Attitudes Towards Risky Play at Early Childhood - Parent Form (SATRPEC-PF)" was used to evaluate mothers' perceptions about risky play, and Perception of Child Self-Concept (PCSC) was used to evaluate children's self-concept. The data obtained from the study were created using Spearman Rank Correlation analysis. When the scores obtained from SATRPEC-PF and PCSC were compared, a positive correlation was found between PCSC scores and Pro-beliefs scores from SATRPEC-PF sub-factors, and a negative correlation was found between Feeling Anxiety. No significant relationship was found between Distinguishing Risky Behaviors, Supporting Children, and Parental Support factors. While there was a significant relationship between girls' PCSC scores and SATRPEC-PF Pro-beliefs sub-factor, Distinguishing Risky Behaviors sub-factor, and Feeling Anxiety sub-factor, no significant relationship was found between the Supporting Children and Parental Support sub-factors. A significant relationship was found only between boys' PCSC scores and the Pro-beliefs sub-factor of SATRPEC-PF. Suggestions were presented in line with the findings obtained from the study.

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“…Özellikle eğitim finansmanının ilköğretime aktarıldığı yıllardaki okul, öğrenci ve öğretmen sayılarında belirgin azalmalar meydana gelmiştir. Tablo 1"de okul öncesi eğitimde yıllara göre okul, öğrenci ve öğretmen sayıları yer almaktadır: (Güler ve Öztürk, 2003). İlk zamanlar küçük çocukların eğitimi için kadın öğretmen sayısının az olması, kadın öğretmen yetiştirmenin önemini ortaya çıkarmıştır.…”

Section: Türkiye'de Okul öNcesi Eğitimunclassified

Cumhuriyet’in 100. Yılında Türkiye’de ve Seçilmiş Bazı Ülkelerde Okul Öncesi Eğitimin Durumu

ERGİNER,

SAKLAN

2023

MANAS Sosyal Araştırmalar Dergisi

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Cumhuriyet’in kurulmasıyla birlikte uygulamaya konulan ilke ve inkılaplar, ülke eğitim sisteminde köklü ve radikal değişimleri beraberinde getirmiş; okuryazar insan nüfusunu artırma politikası, okuma yazma öğrenmenin öncelikli olmasına ve ilgi alanının ilkokula yönelmesine neden olmuş, dolayısıyla o yıllarda okul öncesi eğitim gündeme alınan bir öğretim kademesi olamamıştır. Özellikle gelişmiş ülkelerde ise okul öncesi eğitimi zorunlu eğitim kapsamına alma ya da zorunlu eğitim kapsamında olmamasına karşın yüksek katılım oranlarına sahip olma durumu gözlenmektedir. Hatta, sadece ilkokul öncesi bir yıl yerine, daha erken yaş çocuklarının da zorunlu eğitime dahil olduğu ya da yüksek oranlarda okul öncesi eğitim kurumlarına devam ettikleri görülmektedir. Genel görünüm, zorunlu eğitim kapsamında olsun ya da olmasın okul öncesi eğitimde okullaşma oranlarının yüksek olması ve eğitim hizmetlerinin ücretsiz olarak sunulmasıdır. Cumhuriyetin 100. yılında okullaşma oranlarında ilerlemeler kaydedilse de, okul öncesi eğitimde bölgesel eşitsizliklerin devam ettiği ve zorunlu eğitim kapsamına alınmadığı görülmektedir. Hükümet Programları, Kalkınma Planları ve Milli Eğitim Şûraları’nda da belirlenen hedefler gerçekleştirilememiştir. Okul öncesi eğitimle ilgili toplumsal bilincin sağlanması, çağ nüfusuna yaygınlaştırılması ve madde ve insan kaynaklarına ilişkin sorunlar devam etmektedir. Ülkemiz, gelişmiş ülkelerin okul öncesi eğitimde gösterdikleri ilerlemeyi yakalamaya çalışmakta ve okul öncesi eğitim kademesi sistem içindeki önem ve önceliğini korumaktadır.

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Okul Öncesi Öğretmenlerinin Riskli Oyunlara Yönelik Görüş ve Algıları

Cited by 14 publications

References 3 publications

Views of Teachers and Headteachers about Outdoor Learning in Pre-School Education Institutions in Turkey and England

Views of Teachers and Headteachers about Outdoor Learning in Pre-School Education Institutions in Turkey and England

Investigation of the Relationship Between Mothers' Perceptions of Risky Play and Their Children's Self-Concepts

Cumhuriyet’in 100. Yılında Türkiye’de ve Seçilmiş Bazı Ülkelerde Okul Öncesi Eğitimin Durumu

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