Okuma Yazma Bi̇lerek İlkokula Başlayan Çocuklar Hakkinda İlkokul Öğretmenleri̇ni̇n Görüşleri̇

Abstract

This study was conducted with the aim of determining the views of primary school teachers on children who start school having learned how to read and write in their preschool period. This study used the qualitative research method of case study. The sample was selected by the methods of purposive and criterion sampling. The sample included 30 teachers who were employed at a primary school located at the center of the province of Erzurum in Turkey. The data were collected in the spring semester of the academic year of 2016-2017. As a qualitative tool, the method of interview was used to collect the views of the form? teachers on students who start primary school as already literate. As the qualitative data collection tool, the study used the semi-structured interview protocol prepared by the researchers. The protocol included two sections as questions regarding the demographic information of the participants and questions about their views. The interviews were conducted by making an appointment with the teachers at a suitable space in the school environment and by taking audiorecordings or written notes based on the preference of the teacher. All the data were transferred to the computer environment and each participant was assigned a code. The responses of the teachers were examined with the method of descriptive analysis and the responses were collected under common themes. According to the results of the study, the teachers were aware that these children are academically more effective. However, their higher levels in comparison to the classroom average frequently leads to problems in concentrating, as well as low motivation. In some cases, the teachers used such children in peer guidance and utilized their existing potential in different ways.

Perspective Chapter: The Relationship of Technology and Creativity in Childhood Period

“…Another finding reached in the research was the gains obtained as a result of supporting the technology-creativity relationship in children in childhood. As it is known, during childhood, children officially start school, academic achievements come to the fore, and continue each year by building on the previous one [30,66]. However, considering that children have individual learning differences, it turns out that not every child can learn in the same way [102].…”

“…At the same time, in the period when the child starts school, the child may stay away from creativity from time to time in an effort to be successful academically. As a result of not supporting this innate ability or lack of the necessary environment to support it, the creativity ability of the child may also atrophy [64][65][66][67]. In order to prevent all these negative situations, it is very important to support technology and creativity together in childhood, as in other periods.…”