AN EXAMINATION OF CHILDREN'S GAMES WITHIN THE CONTEXT OF SOCIAL STUDIES FROM THE PAST TO PRESENT BY THE PERSPECTIVES OF MIDDLE-AGED ADULTS: A PHENOMENOLOGICAL RESEARCH

Tuğba Selanik Ay; Gülsüm Tufan

Makale detayları

AN EXAMINATION OF CHILDREN'S GAMES WITHIN THE CONTEXT OF SOCIAL STUDIES FROM THE PAST TO PRESENT BY THE PERSPECTIVES OF MIDDLE-AGED ADULTS: A PHENOMENOLOGICAL RESEARCH

Yazarlar:

Tuğba Selanik Ay | Gülsüm Tufan

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.863-904

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001326035

pISSN:

2147-1037

Anahtar kelimeler:

Özet:

 This research is a phenomenological research that aims to analyze the views of middle-aged and older adults in the context of the basic components of the social studies curriculum by revealing the changes and effects in childrens games from past to present. The social studies course has the feature of being a course that aims to socialize individuals, transfer culture, and raise global citizens equipped with 21st century skills. Childrens games are also educational tool for sovial studies that serve this purpose, sometimes explicitly and sometimes implicitly, in and out of school. In recent years, there has been a shift towards digital games in the game understanding of todays children, and factors such as city life and pandemic have triggered this situation. It is aimed to benefit from the experiences and observations of middle-aged and older adults in revealing the individual and social effects of the change and the differences between the game in the past and the understanding of the game today. Middle-aged and older adults have played games themselves, observed the play age of their children, and many can now observe the play of their grandchildren. In this context, considering that they have sufficient experience, 15 middle-aged and over adult participants were determined in accordance with the nature of phenomenology. As a result of the interviews with the participants, the cognitive, physical, academic and social contributions of playing games were emphasized. Unlike the past, childrens games played today are more individual, played indoors, have negative effects on socialization, and encourage violence; also the participants stated that there are games that contradict values such as cooperation and solidarity. When the results obtained are examined in the context of social studies education, it has been revealed that traditional childrens games can clearly contribute to social education with their dimensions such as gaining knowledge, gaining skills, values education, cultural transfer, and socialization. In the light of the results obtained it may be recommended to design social studies lessons in ways that will allow traditional childrens games to be played outside of school and to provide appropriate physical provisions.

 This research is a phenomenological research that aims to analyze the views of middle-aged and older adults in the context of the basic components of the social studies curriculum by revealing the changes and effects in childrens games from past to present. The social studies course has the feature of being a course that aims to socialize individuals, transfer culture, and raise global citizens equipped with 21st century skills. Childrens games are also educational tool for sovial studies that serve this purpose, sometimes explicitly and sometimes implicitly, in and out of school. In recent years, there has been a shift towards digital games in the game understanding of todays children, and factors such as city life and pandemic have triggered this situation. It is aimed to benefit from the experiences and observations of middle-aged and older adults in revealing the individual and social effects of the change and the differences between the game in the past and the understanding of the game today. Middle-aged and older adults have played games themselves, observed the play age of their children, and many can now observe the play of their grandchildren. In this context, considering that they have sufficient experience, 15 middle-aged and over adult participants were determined in accordance with the nature of phenomenology. As a result of the interviews with the participants, the cognitive, physical, academic and social contributions of playing games were emphasized. Unlike the past, childrens games played today are more individual, played indoors, have negative effects on socialization, and encourage violence; also the participants stated that there are games that contradict values such as cooperation and solidarity. When the results obtained are examined in the context of social studies education, it has been revealed that traditional childrens games can clearly contribute to social education with their dimensions such as gaining knowledge, gaining skills, values education, cultural transfer, and socialization. In the light of the results obtained it may be recommended to design social studies lessons in ways that will allow traditional childrens games to be played outside of school and to provide appropriate physical provisions.

 This research is a phenomenological research that aims to analyze the views of middle-aged and older adults in the context of the basic components of the social studies curriculum by revealing the changes and effects in childrens games from past to present. The social studies course has the feature of being a course that aims to socialize individuals, transfer culture, and raise global citizens equipped with 21st century skills. Childrens games are also educational tool for sovial studies that serve this purpose, sometimes explicitly and sometimes implicitly, in and out of school. In recent years, there has been a shift towards digital games in the game understanding of todays children, and factors such as city life and pandemic have triggered this situation. It is aimed to benefit from the experiences and observations of middle-aged and older adults in revealing the individual and social effects of the change and the differences between the game in the past and the understanding of the game today. Middle-aged and older adults have played games themselves, observed the play age of their children, and many can now observe the play of their grandchildren. In this context, considering that they have sufficient experience, 15 middle-aged and over adult participants were determined in accordance with the nature of phenomenology. As a result of the interviews with the participants, the cognitive, physical, academic and social contributions of playing games were emphasized. Unlike the past, childrens games played today are more individual, played indoors, have negative effects on socialization, and encourage violence; also the participants stated that there are games that contradict values such as cooperation and solidarity. When the results obtained are examined in the context of social studies education, it has been revealed that traditional childrens games can clearly contribute to social education with their dimensions such as gaining knowledge, gaining skills, values education, cultural transfer, and socialization. In the light of the results obtained it may be recommended to design social studies lessons in ways that will allow traditional childrens games to be played outside of school and to provide appropriate physical provisions.

 Bu araştırma, geçmişten günümüze çocuk oyunlarındaki değişimi ve etkilerini orta yaş ve üzeri yetişkinlerin görüşlerine dayalı olarak ortaya koyarak sosyal bilgiler dersi öğretim programının temel bileşenleri bağlamında bu görüşleri analiz etmeyi amaçlayan fenomenolojik bir araştırmadır. Sosyal bilgiler dersi bireyleri toplumsallaştırmayı, kültürel aktarımı, 21. yüzyıl becerileriyle donanmış küresel vatandaşlar yetiştirmeyi amaçlayan bir ders olma özelliğine sahiptir. Çocuk oyunları da sosyal bilgiler dersinde okul içi ve okul dışında kimi zaman açık kimi zaman örtük biçimde bu amaca hizmet eden eğitsel araçlardır. Son yıllarda günümüz çocuklarının oyun anlayışında dijital oyunlara doğru bir kayma yaşanmış, şehir yaşamı, pandemi gibi faktörler de bu durumu tetiklemiştir. Geçmişteki oyun ve günümüzdeki oyun anlayışı arasında ortaya çıkan farklılıklar ve değişimin bireysel ve toplumsal etkilerini ortaya koymada orta yaş ve üzeri yetişkinlerin deneyim ve gözlemlerinden yararlanılmak istenmiştir. Orta yaş ve üzeri yetişkinler kendileri oyun oynamış, çocuklarının oyun çağını gözlemlemiş ve şu anda da birçoğu torunlarının oyun oynama durumlarını gözlemleyebilmektedir. Bu bağlamda yeterli deneyime sahip oldukları düşünülerek fenomenolojinin doğasına uygun biçimde 15 orta yaş ve üzeri yetişkin katılımcı grubu olarak belirlenmiştir. Katılımcılarla yapılan görüşmeler oyun oynamanın bireylerin, bilişsel, fiziksel, akademik ve toplumsal katkıları vurgulanmıştır. Geçmişten farklı olarak günümüzde oynanan çocuk oyunlarının daha bireysel, kapalı alanlarda oynanan, sosyalleşme üzerinde olumsuz etkileri bulunan, şiddeti özendiren; yardımlaşma, dayanışma gibi değerlere ters düşen oyunlar olduğu biçiminde görüşlerini belirtmişlerdir. Sonuçlar sosyal bilgiler öğretim programı temel bileşenleri bağlamında ele alındığında, çocuk oyunlarının beceri kazanma, sosyalleşme, kültürel aktarım ve değerler eğitimi gibi pek çok açıdan katkılar sunduğunu ortaya koymuştur. Elde edilen sonuçlar ışığında Sosyal bilgiler derslerinde değerler eğitimi, beceri kazandırma, kültürel aktarım gibi boyutlarda çocuk oyunlarından yararlanılabilir, uzmanlar tarafından sosyal bilgilerin temel boyutlarına da hizmet edecek, ailelerin açık havada çocuklarıyla oynayabilecekleri rehber niteliğinde kılavuzlar hazırlanabilir.

Makale detayları

AN EXAMINATION OF CHILDREN'S GAMES WITHIN THE CONTEXT OF SOCIAL STUDIES FROM THE PAST TO PRESENT BY THE PERSPECTIVES OF MIDDLE-AGED ADULTS: A PHENOMENOLOGICAL RESEARCH

Yazarlar:

Tuğba Selanik Ay | Gülsüm Tufan

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.863-904

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001326035

pISSN:

2147-1037

Social studies

children

values education

skill acquisition

cultural transferSocial studies

children

values education

skill acquisition

cultural transfer

Sayı

Makale detayları

Yazarlar: Tuğba Selanik Ay | Gülsüm Tufan

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Alan Eğitimleri

Dergi: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.863-904

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001326035

pISSN: 2147-1037

Sayı

Yazarlar:

Tuğba Selanik Ay | Gülsüm Tufan

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.863-904

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001326035

pISSN:

2147-1037