Araştırma Makalesi
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Yıl 2017, Cilt 1, Sayı 1, 30 - 40, 27.12.2017

Öz

Kaynakça

  • Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
  • Bulunuz, M. (2012). Developing Turkish preservice preschool teachers’ attitudes and understanding about teaching science through play. International Journal of Environmental & Science Education, 7(2), 141-166.
  • Cheng, P. W. D. (2001). Difficulties of Hong Kong teachers’ understanding and implementation of ‘play’ in the curriculum. Teaching and Teacher Education, 17 (7), 857-869.
  • Cheng, P. W. D. & Stimpson, P. (2004). Articulating contrasts in preschool teachers’ implicit knowledge on play-based learning. International Journal of Educational Research, 41(4-5), 339-352.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Boston: McGraw-Hill.
  • Hanline, M. F. (1999) Developing a Preschool Play-based Curriculum. International Journal of Disability, Development and Education, 46(3), 289-305.
  • Kontos, S., & Wilcox-Herzog, A. (1997). Teachers’ interactions with children: Why are they so important? Young Children, 52(2), 4-12.
  • Metin, M. (2014). Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri[Educational research methods in theory and practice]. Ankara: Pegem Akademi.
  • Ministry of National Education (2013). Early childhood education curriculum. Retrieved March, 14, 2015, from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534.
  • Öğrenci Seçme Yerleştirme Merkezi (2013, June, 10). Retrived from http://dokuman.osym.gov.tr/pdfdokuman/2013/OSYS/2013-YGS-SonucAciklama_Sunum.pdf
  • Pramling Samuelsson, I., & Asplund Carlsson, M. (2008). The Playing Learning Child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–641.
  • Pramling-Samuelsson, I. & Johansson, E. (2006). Play and learning—inseparable dimensions in preschool practice. Early Child Development and Care, 176 (1), 47-65.
  • Saracho, O. N. (2012). An Integrated Play-based Curriculum for Young Children. New York: Routledge/Taylor and Francis Group.
  • Smidt, S. (2011). Playing to learn: The role of play in the early years. New York: Routledge/Taylor and Francis Group.
  • Tuğrul, B., Aslan, Ö. M., Ertürk, G., & Altınkaynak, Ş. Ö. (2014). Anaokuluna devam eden altı yaşındaki çocuklar ile okul öncesi öğretmenlerinin oyun hakkındaki görüşlerinin incelenmesi[Analysis of Preschool Teachers’ and Six Years Old Children’s Views On Play]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 97-116.
  • Wardle, F. (2009). Approaches to early childhood and elementary education. New York: Nova Science Publisher.

Which concepts do teachers teach through play? A study based on pre-service teachers’ observation

Yıl 2017, Cilt 1, Sayı 1, 30 - 40, 27.12.2017

Öz

This study particularly focuses on what pre-school education teachers teach through play activities in their class. Therefore, this study is rather crucial to scrutinize the type of concepts teachers utilize to enhance children’s learning in play activities. Convenient sampling was used for the data collection.   The research drew its data from 120 play observation reports written by 120 pre-service pre-school education teachers taking “Development of Play in Childhood” course. Content analysis approach described by Berg (2007) was used to analyze the data. The findings show that although Ministry of National Education (MoNE) offers more than 100 concepts, teachers generally choose the same concepts such as colors, geometrical shapes, and simple antonymous concepts. They generally do not prefer to teach alternative concepts like feathery-featherless, sharp-stubby and deep-shallow through play. 

Kaynakça

  • Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
  • Bulunuz, M. (2012). Developing Turkish preservice preschool teachers’ attitudes and understanding about teaching science through play. International Journal of Environmental & Science Education, 7(2), 141-166.
  • Cheng, P. W. D. (2001). Difficulties of Hong Kong teachers’ understanding and implementation of ‘play’ in the curriculum. Teaching and Teacher Education, 17 (7), 857-869.
  • Cheng, P. W. D. & Stimpson, P. (2004). Articulating contrasts in preschool teachers’ implicit knowledge on play-based learning. International Journal of Educational Research, 41(4-5), 339-352.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Boston: McGraw-Hill.
  • Hanline, M. F. (1999) Developing a Preschool Play-based Curriculum. International Journal of Disability, Development and Education, 46(3), 289-305.
  • Kontos, S., & Wilcox-Herzog, A. (1997). Teachers’ interactions with children: Why are they so important? Young Children, 52(2), 4-12.
  • Metin, M. (2014). Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri[Educational research methods in theory and practice]. Ankara: Pegem Akademi.
  • Ministry of National Education (2013). Early childhood education curriculum. Retrieved March, 14, 2015, from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534.
  • Öğrenci Seçme Yerleştirme Merkezi (2013, June, 10). Retrived from http://dokuman.osym.gov.tr/pdfdokuman/2013/OSYS/2013-YGS-SonucAciklama_Sunum.pdf
  • Pramling Samuelsson, I., & Asplund Carlsson, M. (2008). The Playing Learning Child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–641.
  • Pramling-Samuelsson, I. & Johansson, E. (2006). Play and learning—inseparable dimensions in preschool practice. Early Child Development and Care, 176 (1), 47-65.
  • Saracho, O. N. (2012). An Integrated Play-based Curriculum for Young Children. New York: Routledge/Taylor and Francis Group.
  • Smidt, S. (2011). Playing to learn: The role of play in the early years. New York: Routledge/Taylor and Francis Group.
  • Tuğrul, B., Aslan, Ö. M., Ertürk, G., & Altınkaynak, Ş. Ö. (2014). Anaokuluna devam eden altı yaşındaki çocuklar ile okul öncesi öğretmenlerinin oyun hakkındaki görüşlerinin incelenmesi[Analysis of Preschool Teachers’ and Six Years Old Children’s Views On Play]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 97-116.
  • Wardle, F. (2009). Approaches to early childhood and elementary education. New York: Nova Science Publisher.

Ayrıntılar

Konular Eğitim, Bilimsel Disiplinler
Bölüm Research Articles
Yazarlar

Zeynep Temiz (Sorumlu Yazar)
Yüzüncü Yıl Üniversitesi, Van, Türkiye
Türkiye

Yayımlanma Tarihi 27 Aralık 2017
Yayınlandığı Sayı Yıl 2017, Cilt 1, Sayı 1

Kaynak Göster

APA Temiz, Z. (2017). Which concepts do teachers teach through play? A study based on pre-service teachers’ observation . Studies in Educational Research and Development , 1 (1) , 30-40 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/31977/357645

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