Okul Öncesi Dönemdeki Çocukların Okuldaki Oyun Olanaklarının İncelenmesi

Abstract

This study is a research in the general survey model and aims to investigate the play opportunities offered to preschool children according to the opinions of teachers. In the 2016-2017 academic year, the study group located in different geographical regions of Turkey, 460 preschool teachers who were working in the public preschools affiliated to the Ministry of Education. The research data were obtained through a questionnaire prepared by the researchers. Quantitative data of the study were analyzed by frequency and percentage calculations, and qualitative data were analyzed by descriptive analysis method. According to the findings of the research, it was determined that the teachers gave free play for one to two hours at the start of the day and the children mostly liked their plays with the materials from the natural / nature in the playground. It was found that teachers thought that the negative conditions of the park / garden areas in the school pose a risk to children; children experience various accidents when playing games in classroom / school, at the beginning of these cases were found falling down cases. In addition, it has been determined that parents and school administrators have various demands on the children's play, parents often want teachers to be taught to read and write by reducing their playing time at school. while school administrators do not want to play loud / noisy games at school. According to these results, it is suggested that more attention should be paid to the development of a national play policy and the importance of play in preschool period.

İlkokullarda Eğitsel Oyunların Kullanımını Engelleyen Faktörler

“…In addition, teachers think that if the school yard is used, some injuries where adequate security measures cannot be provided have been experienced or may occur. The studies of Tuğrul et al (2019) and Akçanca and Sömen (2018) support this conclusion. Another factor that worries teachers is that students' relationships with their friends can sometimes harm each other.…”

An exploration of primary school teachers' perspectives on children's rights

“…It explicitly highlights education as a compulsory and free right for children, especially at the basic level (UNICEF, 1998). Teachers' emphasis on the right to play, another frequently exercised right, aligns with research asserting the significance of play in supporting children's developmental areas (Tuğrul, et al., 2019). Teachers, understanding the importance of play for children's development, are likely to encourage its utilization.…”

“…, 1998). Teachers' emphasis on the right to play, another frequently exercised right, aligns with research asserting the significance of play in supporting children's developmental areas (Tuğrul, et al, 2019).…”

Where should I search next? Messages embedded in storybooks influence children’s strategic exploration in Turkey and the United States.

“…Observational studies mirror these findings, suggesting that U.S. teachers rarely encourage students to generate questions or ideas (i.e., engage in curiosity-driven exploration, Evans et al, 2023; Jirout et al, 2022). Turkish early childhood education settings, too, have been characterized by a strong adherence to rules and structured, teacher-directed activities (Gol-Guven, 2009; Karademir et al, 2020) as well as by pressure to reduce child-directed play to make space for academic activities (Tuğrul et al, 2019). Finally, teachers in both the United States and Turkey tend to ask more closed-ended questions (questions with a single answer) than open-ended questions that encourage children to expand on and explore their ideas (Çalık & Aksu, 2018; Kim, 2015; Köksal, 2022; Lee & Kinzie, 2012).…”