School Readiness and School Entry-Age: Views and Experiences of Turkish Teachers and Families on a New Educational Policy

Buldu, Mehmet; Er, Sühendan

doi:10.15390/eb.2016.6292

Cited by 9 publications

(10 citation statements)

References 22 publications

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“…Elde edilen bu sonuçlar, sınıfların ve okul tuvaletlerinin fiziki açıdan standart özelliklerde yapılar olduğu yönündeki öğretmen görüşleri ile desteklenmiştir. Alanyazında da sınıfların, birinci sınıf öğrencilerine fiziki açıdan uygun yapılar olmadığı (Arı, 2014;Bay & Şimşek, 2014;Buldu & Er, 2016;Uzun & Alat, 2014) ve lavaboların standart fiziki özelliklerde yapılar olması nedeniyle, birinci sınıf öğrencileri tarafından kullanılamadığı (Arı, 2014;Uzun & Alat, 2014;Zelyurt & Özel, 2015) belirtilmektedir.…”

Section: Tartişma Ve Sonuçunclassified

Okulun Hazır Oluşu Üzerine Nitel Bir İnceleme (Öğretmen Görüşlerine Göre Durum Tespiti)

Güner¹,

Kartal

2019

Trakya Eğitim Dergisi

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Bu çalışmada ilkokulun, çocuk için hazırlıklı olması açısından incelenmesi amaçlanmaktadır. Çalışma, nitel araştırma desenlerinden, "iç içe geçmiş tek durum" deseni ile yürütülmüştür. Amaçsal örnekleme yöntemlerinden ölçüt örnekleme yöntemi ile çalışma grubuna, 21 sınıf öğretmeni alınmıştır. Veriler, 2017-2018 eğitim-öğretim yılının ikinci yarısında, görüşme formu ile toplanmış ve betimsel analiz yöntemiyle analiz edilmiştir. Elde edilen bulgular incelendiğinde, okulun fiziki açıdan hazır olması ile ilgili öğretmen görüşlerinin, "sınıf düzenlemeleri", "fiziki güvenlik önlemleri" ve "ortak kullanım alanlarına ilişkin düzenlenmeler" isimli kategoriler altında toplandığı görülmüştür. Çalışmada, öğretmenin hazır olması ile ilgili olarak, "mesleki deneyim", "kişisel özellikler", "iletişim", "program bilgisi", "sınıf yönetimi", "materyal geliştirme ve teknoloji kullanımı" ve "kişisel ve mesleki gelişim" başlıkları elde edilmiştir. Öğretmenler okullarda yürütülen etkili okula geçiş uygulamaları olarak "veli bilgilendirme toplantısı", "ev ziyaretleri", "yakın çevre gezileri" ve "okul başlamadan önce ailelerle görüşme" isimli etkinlikleri ifade etmişlerdir.

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Section: Tartişma Ve Sonuçunclassified

Okulun Hazır Oluşu Üzerine Nitel Bir İnceleme (Öğretmen Görüşlerine Göre Durum Tespiti)

Güner¹,

Kartal

2019

Trakya Eğitim Dergisi

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“…It can be seen in the articles that findings from the components, physical readiness of the school, readi ness of the teacher and readiness of the programme, which are important for the matter of school readiness, are included. With regard to this situation, the comment "As well as the child's individual characteristics, the programme, school readiness skills of the teachers, and the learning environments, have effects on school readiness (Buldu & Er, 2016)" can be seen in ARF 4.…”

Section: Findings Obtained Following Analysis Of the Articles With Rementioning

confidence: 99%

“…Readiness of the programme Code 3a, Code 3e M 4 Buldu and Er (2016) The size of the classrooms and the furniture and materials in schools are not suitable for children.…”

Section: Readiness Of the Programme Code 3bmentioning

confidence: 99%

“…In the Turkish Education System, in line with these implementations based on parents' wishes and chronological age, it was made possible for children aged from 60 to 80 months to be in the same class. With thes e implementations, even though children were provided with definite age criteria for bei ng registered at school, the fact that they could show great differences with regard to developmental characteristics was ignored (Buldu & Er, 2016).…”

Section: Introductionmentioning

confidence: 99%

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A Review of Articles that Include the Schools’ Readiness Dimension

Kartal¹

2018

EUROPEAN J ED RES

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The aim of this study is to review the academic papers written in Turkey on the subject of school readiness, with regard to one of the dimensions of school readiness, that of schools' readiness for children. The examinations were carried out using o ne of the qualitative research designs, namely the nested case study design. The study universe consists of 45 articles in Turkish that include the subject of school readiness published in 26 academic journals between the years 2012-2017. With the purposeful sampling method, 14 academic papers that include the dimension of schools' readiness for children were taken as the study sample. The obtained data were analyzed by descriptive content analysis. The analysis results show that half of the studies reviewed were published in the year 2014. It was observed that in the papers, among the components of the dimension of schools' readiness f or children, the schools' physical readiness component was most often mentioned. In the articles including the schools' physical readiness component, it was observed that mainly, findings indicating that schools were not physically suitable for first-year pupils' level of physical development had been made. As for the component of teachers' readiness, research findings were accessed r elating to the fact that teachers were not prepared for students in terms of their attitudes and values as well as their professional knowledge and skills. Moreover, in the articles, in terms of readiness of the schedule for students, findings were accesse d regarding the fact that primary school programmes were not suitable for the levels of the students or for their levels of readiness.

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“…School starting age varies from country to country. While discussions on the ideal school starting age still continue (Buldu and Er, 2016;Sharp, 1998;Sharp, 2002), the generally agreed school starting age in the world seems to be 6 years old (72 months) (Arı, 2014;Keith, 2013). When the countries in the world are examined in this regard, it is seen that children start school at the age of 4 in one country, at the age of 5 in 19 countries, at the age of 6 in 119 countries, at the age of 7 in 47 countries and at the age of 8 in one country (Kapçı, Artar, Avar, Daşçı and Çelik, 2013).…”

Section: Introductionmentioning

confidence: 99%

Science Teachers’ Opinion and Experiences on 5th Grade Students’ After the 4+4+4 Education System

Şimşek

Kaplan

2020

IJPES

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With the introduction of the 4+4+4 education system in 2012, the school starting age has been reduced to 60 months and branch teachers started to attend classes starting from 5th grade. Therefore, in the current study, there are two aims. Firstly it is aimed to determine the opinions and experiences of science teachers having started to teach the 5th graders for the first time in the new education system. Secondly, it is aimed to determine the opinions and experiences of science teachers having started to teach the 5th grader students (including 9 years old) who started school in the 2012-2013 academic year and ranked 5th in 2016-2017. The current research study is a phenomenological study conducted on 22 teachers who taught to 5th graders in the 2016-2017 academic year and also had taught to 5th graders in the previous academic year. The data of the study were collected through semi-structured interviews. As a result of the study, it was determined that science teachers confront a number of difficulties in terms of teaching to 5th graders, and these difficulties increase with the number of students who started to school at an early age in a classroom. The teachers noted that students who start school at an early age are not ready to school both from affective and cognitive aspects. They also stated that they are required to deliver courses by making more activities and concretizing the subjects. As the teachers participating in the study also highlighted, regulating the school starting age to 72 months is important and necessary for both primary and middle school levels.

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School Readiness and School Entry-Age: Views and Experiences of Turkish Teachers and Families on a New Educational Policy

Cited by 9 publications

References 22 publications

Okulun Hazır Oluşu Üzerine Nitel Bir İnceleme (Öğretmen Görüşlerine Göre Durum Tespiti)

Okulun Hazır Oluşu Üzerine Nitel Bir İnceleme (Öğretmen Görüşlerine Göre Durum Tespiti)

A Review of Articles that Include the Schools’ Readiness Dimension

Science Teachers’ Opinion and Experiences on 5th Grade Students’ After the 4+4+4 Education System

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