Preschool and Primary School Teachers Opinions Regarding the Early Literacy Activities Carried Out During Preschool Education

Şüküfe Minifoğlu; Ayşe Işık Gürşimşek

Makale detayları

Preschool and Primary School Teachers Opinions Regarding the Early Literacy Activities Carried Out During Preschool Education

Yazarlar:

Şüküfe Minifoğlu | Ayşe Işık Gürşimşek

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Temel Eğitim Issue 17, pp.6-23

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001281248

pISSN:

2528-892X

Anahtar kelimeler:

Özet:

 Purpose: When literacy preparation activities in the pre-school period are planned in a way that will enable children to gain skills that will support their adaptation to primary education, it facilitates the transition of children to primary education and contributes to their readiness. In order for children to make a harmonious transition between the two levels, it is important to understand the views and expectations of pre-primary and primary school first grade teachers regarding literacy preparation. Through this study, which was carried out for the first time in the Turkish Republic of Northern Cyprus, the evaluation of the literacy preparation studies included in the TRNC Pre-School Education Program created in 2016 within the scope of the Basic Education Development Project by the kindergarten and primary school first grade teachers was examined. Within the scope of the study, the opinions of two different teacher groups on the contribution of literacy preparation activities applied in preschool education to the readiness of the child for primary education were tried to be determined in a multi-faceted way. Method and Materials: The study group of the research is the teachers who provide education in Nicosia, Girne, Famagusta and İskele districts in the 2019 - 2020 academic year. 29 kindergarten teachers and 26 primary school first grade teachers who voluntarily agreed to participate in the study from 28 official schools working in public schools affiliated to the Ministry of National Education and Culture of the Turkish Republic of Northern Cyprus. In the collection and analysis of the data of the research, case study design was used within the scope of qualitative study. The audio recordings obtained from the interviews with the teachers were analyzed and basic categories were formed and grouped as themes. Result: According to the results of the research, both groups of teachers stated that the main purpose of these studies was to support primary school preparation and adaptation to school, while they came to the fore with different understandings about the methods of achieving this. While it was emphasized by the majority of preschool teachers that the TRNC 2016 Preschool Education Program contributed positively to the achievements of children and that teachers could plan more freely, primary school teachers emphasized the disconnection between levels. Both groups of teachers emphasized the necessity of cooperation between teachers in the transition process and its importance in terms of program integration and facilitating the adaptation of the child.

 Purpose: When literacy preparation activities in the pre-school period are planned in a way that will enable children to gain skills that will support their adaptation to primary education, it facilitates the transition of children to primary education and contributes to their readiness. In order for children to make a harmonious transition between the two levels, it is important to understand the views and expectations of pre-primary and primary school first grade teachers regarding literacy preparation. Through this study, which was carried out for the first time in the Turkish Republic of Northern Cyprus, the evaluation of the literacy preparation studies included in the TRNC Pre-School Education Program created in 2016 within the scope of the Basic Education Development Project by the kindergarten and primary school first grade teachers was examined. Within the scope of the study, the opinions of two different teacher groups on the contribution of literacy preparation activities applied in preschool education to the readiness of the child for primary education were tried to be determined in a multi-faceted way. Method and Materials: The study group of the research is the teachers who provide education in Nicosia, Girne, Famagusta and İskele districts in the 2019 - 2020 academic year. 29 kindergarten teachers and 26 primary school first grade teachers who voluntarily agreed to participate in the study from 28 official schools working in public schools affiliated to the Ministry of National Education and Culture of the Turkish Republic of Northern Cyprus. In the collection and analysis of the data of the research, case study design was used within the scope of qualitative study. The audio recordings obtained from the interviews with the teachers were analyzed and basic categories were formed and grouped as themes. Result: According to the results of the research, both groups of teachers stated that the main purpose of these studies was to support primary school preparation and adaptation to school, while they came to the fore with different understandings about the methods of achieving this. While it was emphasized by the majority of preschool teachers that the TRNC 2016 Preschool Education Program contributed positively to the achievements of children and that teachers could plan more freely, primary school teachers emphasized the disconnection between levels. Both groups of teachers emphasized the necessity of cooperation between teachers in the transition process and its importance in terms of program integration and facilitating the adaptation of the child.

 Purpose: When literacy preparation activities in the pre-school period are planned in a way that will enable children to gain skills that will support their adaptation to primary education, it facilitates the transition of children to primary education and contributes to their readiness. In order for children to make a harmonious transition between the two levels, it is important to understand the views and expectations of pre-primary and primary school first grade teachers regarding literacy preparation. Through this study, which was carried out for the first time in the Turkish Republic of Northern Cyprus, the evaluation of the literacy preparation studies included in the TRNC Pre-School Education Program created in 2016 within the scope of the Basic Education Development Project by the kindergarten and primary school first grade teachers was examined. Within the scope of the study, the opinions of two different teacher groups on the contribution of literacy preparation activities applied in preschool education to the readiness of the child for primary education were tried to be determined in a multi-faceted way. Method and Materials: The study group of the research is the teachers who provide education in Nicosia, Girne, Famagusta and İskele districts in the 2019 - 2020 academic year. 29 kindergarten teachers and 26 primary school first grade teachers who voluntarily agreed to participate in the study from 28 official schools working in public schools affiliated to the Ministry of National Education and Culture of the Turkish Republic of Northern Cyprus. In the collection and analysis of the data of the research, case study design was used within the scope of qualitative study. The audio recordings obtained from the interviews with the teachers were analyzed and basic categories were formed and grouped as themes. Result: According to the results of the research, both groups of teachers stated that the main purpose of these studies was to support primary school preparation and adaptation to school, while they came to the fore with different understandings about the methods of achieving this. While it was emphasized by the majority of preschool teachers that the TRNC 2016 Preschool Education Program contributed positively to the achievements of children and that teachers could plan more freely, primary school teachers emphasized the disconnection between levels. Both groups of teachers emphasized the necessity of cooperation between teachers in the transition process and its importance in terms of program integration and facilitating the adaptation of the child.

 Amaç: Okul öncesi dönemde okuma yazmaya hazırlık çalışmaları, çocukların ilköğretime uyumunu destekleyecek becerileri kazandıracak biçimde planlandığında, çocukların ilköğretime geçişini kolaylaştırmakta ve hazırbulunuşluğuna katkı sağlamaktadır. Çocukların iki kademe arasında uyumlu geçiş yapabilmeleri için, okul öncesi ve ilköğretim birinci sınıf öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin görüşlerinin ve beklentilerinin anlaşılması önemlidir. Kuzey Kıbrıs Türk Cumhuriyetinde ilk kez gerçekleştirilen bu çalışma yoluyla Temel Eğitimi Geliştirme Projesi kapsamında 2016 yılında oluşturulan KKTC Okul Öncesi Eğitim Programında yer verilen okuma yazmaya hazırlık çalışmalarının, ana sınıf ve ilkokul birinci sınıf öğretmenlerince değerlendirilmesi incelenmiştir. Çalışma kapsamında okul öncesi eğitiminde uygulanan okuma yazmaya hazırlık etkinliklerinin, çocuğun ilköğretime hazırbulunuşluğuna katkısı konusunda iki farklı öğretmen grubunun görüşleri çok yönlü olarak belirlenmeye çalışılmıştır. Yöntem ve Araçlar: Araştırmanın çalışma grubu 2019 - 2020 eğitim ve öğretim yılında Lefkoşa, Girne, Gazimağusa ve İskele ilçelerinde eğitim veren, Kuzey Kıbrıs Türk Cumhuriyeti Milli Eğitim ve Kültür Bakanlığına bağlı devlet okullarında görev yapan 28 resmi okuldan çalışmaya gönüllü olarak katılmayı kabul eden 29 ana sınıf öğretmeni ve 26 ilkokul birinci sınıf öğretmenidir. Araştırmanın verilerinin toplanmasında ve çözümlenmesinde nitel çalışma kapsamında durum çalışması deseni kullanılmıştır. Öğretmenler ile yapılan görüşmelerden elde edilen ses kayıtları çözümlenerek temel kategoriler oluşturulmuş ve temalar şeklinde gruplanmıştır. Sonuçlar: Araştırma sonuçlarına göre, her iki öğretmen grubu da bu çalışmaların temel amacının ilkokula hazırlık ve okula uyumunu desteklemek olduğunu belirtirken, bunu gerçekleştirme yöntemleri konusunda farklı anlayışla öne çıkmıştır. KKTC 2016 Okul Öncesi Eğitim Programının, çocukların kazanımlarına olumlu katkısı olduğu ve öğretmenlerin daha özgür biçimde planlama yapabildikleri okul öncesi öğretmenlerinin önemli bir kısmınca vurgulanırken, ilkokul öğretmenleri kademeler arasında kopukluğa vurgu yapmışlardır. Her iki öğretmen grubu, geçiş sürecinde öğretmenler arası işbirliğinin gerekliliğini, bunun program entegrasyonu ve çocuğun uyumunu kolaylaştırma açısından önemi vurgulanmıştır.

Makale detayları

Preschool and Primary School Teachers Opinions Regarding the Early Literacy Activities Carried Out During Preschool Education

Yazarlar:

Şüküfe Minifoğlu | Ayşe Işık Gürşimşek

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Temel Eğitim Issue 17, pp.6-23

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001281248

pISSN:

2528-892X

Early Literacy,

Early Childhood Education,

Primary Education.

School Readiness,

Okula Hazırbulunuşluk,

Okul Öncesi Eğitim,

Okuma Yazmaya Hazırlık,

Temel Eğitim.

Sayı

Makale detayları

Yazarlar: Şüküfe Minifoğlu | Ayşe Işık Gürşimşek

Yayıncı: Yildiz Technical University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Temel Eğitim Issue 17, pp.6-23

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001281248

pISSN: 2528-892X

Sayı

Yazarlar:

Şüküfe Minifoğlu | Ayşe Işık Gürşimşek

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Temel Eğitim Issue 17, pp.6-23

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001281248

pISSN:

2528-892X