A Qualitative Analysis of Literacy Preparation Period Practices in the First Grade of Primary School

Pelin Aktaş Usta; Ali E. Şahin

Makale detayları

A Qualitative Analysis of Literacy Preparation Period Practices in the First Grade of Primary School

Yazarlar:

Pelin Aktaş Usta | Ali E. Şahin

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi | İlköğretim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1952-1974

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301930

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 In Türkiye, pre-school education between the ages of 3-5 is not compulsory and the participation rate is less than half. Despite all their differences, all students who start school are responsible for acquiring the same outcomes. This study focuses on the practices and activities carried out during the literacy preparation period in order for students to receive a quality literacy education. In the 2022-2023 academic year, four public school teachers selected by criterion sampling in a typical primary school in Ankara were studied with a case study design from qualitative research methods. The data were collected through observation, interview and document analysis and analyzed through descriptive analysis. The study shows that teachers consider textbooks inadequate, mainly use worksheets from online resources, and do not enrich their writing activities with different materials. Teachers carry out speaking, listening and visual reading activities in lessons other than Turkish lessons and use activities that can improve social-emotional development and perception skills. Listening-monitoring activities cannot be carried out due to lack of equipment. The literacy preparation period is completed by being influenced by the readiness of students and the expectations of students and parents. Teachers start this period anxious and end it with positive feelings. It is suggested that technological equipment should be increased, textbooks should be adequate, study materials should be provided and, most importantly, pre-school education should be made compulsory.

 In Türkiye, pre-school education between the ages of 3-5 is not compulsory and the participation rate is less than half. Despite all their differences, all students who start school are responsible for acquiring the same outcomes. This study focuses on the practices and activities carried out during the literacy preparation period in order for students to receive a quality literacy education. In the 2022-2023 academic year, four public school teachers selected by criterion sampling in a typical primary school in Ankara were studied with a case study design from qualitative research methods. The data were collected through observation, interview and document analysis and analyzed through descriptive analysis. The study shows that teachers consider textbooks inadequate, mainly use worksheets from online resources, and do not enrich their writing activities with different materials. Teachers carry out speaking, listening and visual reading activities in lessons other than Turkish lessons and use activities that can improve social-emotional development and perception skills. Listening-monitoring activities cannot be carried out due to lack of equipment. The literacy preparation period is completed by being influenced by the readiness of students and the expectations of students and parents. Teachers start this period anxious and end it with positive feelings. It is suggested that technological equipment should be increased, textbooks should be adequate, study materials should be provided and, most importantly, pre-school education should be made compulsory.

 In Türkiye, pre-school education between the ages of 3-5 is not compulsory and the participation rate is less than half. Despite all their differences, all students who start school are responsible for acquiring the same outcomes. This study focuses on the practices and activities carried out during the literacy preparation period in order for students to receive a quality literacy education. In the 2022-2023 academic year, four public school teachers selected by criterion sampling in a typical primary school in Ankara were studied with a case study design from qualitative research methods. The data were collected through observation, interview and document analysis and analyzed through descriptive analysis. The study shows that teachers consider textbooks inadequate, mainly use worksheets from online resources, and do not enrich their writing activities with different materials. Teachers carry out speaking, listening and visual reading activities in lessons other than Turkish lessons and use activities that can improve social-emotional development and perception skills. Listening-monitoring activities cannot be carried out due to lack of equipment. The literacy preparation period is completed by being influenced by the readiness of students and the expectations of students and parents. Teachers start this period anxious and end it with positive feelings. It is suggested that technological equipment should be increased, textbooks should be adequate, study materials should be provided and, most importantly, pre-school education should be made compulsory.

 Türkiyede 3-5 yaşları arasında okul öncesi eğitim zorunlu değildir ve eğitime katılma oranı yarıdan azdır. Tüm farklılıklarına rağmen okula başlayan tüm öğrenciler aynı kazanımları edinmekten sorumludur. Bu araştırma, öğrencilerin nitelikli bir okuma yazma eğitimi alması için okuma yazmaya hazırlık döneminde yapılan uygulama ve etkinliklere odaklanmaktadır. 2022-2023 öğretim yılında, Ankarada tipik bir ilkokulda, ölçüt örneklemle belirlenen dört devlet okulu öğretmeniyle nitel araştırma yöntemlerinden durum çalışması deseniyle çalışılmıştır. Araştırmanın verileri gözlem, görüşme ve doküman incelemesi ile toplanmış ve betimsel veri analiziyle incelenmiştir. Araştırma; öğretmenlerin ders kitaplarını yetersiz gördüğünü, ağırlıklı olarak çevrim içi kaynaklardan çalışma kâğıtları kullandıklarını, yazma çalışmalarını farklı materyallerle zenginleştirmediklerini göstermektedir. Öğretmenler konuşma, dinleme ve görsel okuma etkinliklerini Türkçe dersi dışındaki derslerde yapmakta, sosyal-duygusal gelişim ve algı becerilerini geliştirebilecek etkinlikler kullanmaktadır. Donanım eksiklikleri nedeniyle dinleme-izleme etkinlikleri yaptırılamamaktadır. Okuma yazmaya hazırlık dönemi; öğrencilerin hazır oluşu, öğrenci ve velilerin beklentilerinden etkilenerek tamamlanmaktadır. Öğretmenler bu döneme endişeli başlayıp olumlu duygularla bitirmektedir. Teknolojik donanımların arttırılması, ders kitaplarının yeterli hâle getirilmesi, çalışma materyallerinin sağlanması ve en önemli nokta olarak okul öncesi eğitimin zorunlu hâle getirilmesi önerilmektedir.

Makale detayları

A Qualitative Analysis of Literacy Preparation Period Practices in the First Grade of Primary School

Yazarlar:

Pelin Aktaş Usta | Ali E. Şahin

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi | İlköğretim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1952-1974

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301930

pISSN:

2459-1912

Literacy teaching

Literacy preparation

Literacy

Preparatory studiesOkuma yazma öğretimi

Okuma yazmaya hazırlık

Okuryazarlık

Hazırlık çalışmaları

Sayı

Makale detayları

Yazarlar: Pelin Aktaş Usta | Ali E. Şahin

Yayıncı: Gazi University

Ana Başlıklar: Sınıf Eğitimi | İlköğretim

Dergi: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1952-1974

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301930

pISSN: 2459-1912

Sayı

Yazarlar:

Pelin Aktaş Usta | Ali E. Şahin

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi | İlköğretim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1952-1974

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301930

pISSN:

2459-1912