An Investigation of the Social-Emotional, Language and Self-Care Outcomes of the MEB 2013 Pre-School Education Program in terms of Nature-Based Learning

Vahide Yiğit Gençten; Filiz Aydemir

Makale detayları

An Investigation of the Social-Emotional, Language and Self-Care Outcomes of the MEB 2013 Pre-School Education Program in terms of Nature-Based Learning

Yazarlar:

Vahide Yiğit Gençten | Filiz Aydemir

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Trakya Eğitim Dergisi Vol.13 Issue 1, pp.652-668

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283083

pISSN:

2630-6301

Anahtar kelimeler:

Özet:

 This research was designed to examine the relationship between nature-based learning and social-emotional, language, and self-care developments in the Ministry of National Education Preschool Program. Within the scope of the research, content analysis was used in terms of determining the skills highlighted in the program through analyzing documents. Researchers matched the indicators of these skills in the program with the literature and examined their relationship with nature-based learning. Based on the results, it was found that the indicators of distinguishing sounds in language development, using the voice appropriately, using the language for communication purposes, vocabulary development, comprehending the meaning of what they listenwatch and expressing them in various ways, and reading visual materials are related to nature-based learning. In the field of socio-emotional development, expressing oneself in creative ways, showing positivenegative feelings about an event or situation in appropriate ways, self-motivation to achieve a job or task, respecting differences and obeying the rules in different environments were found as indicators that related to nature-based learning. It has also been seen that the program supports the indicators of realizing the value of self, self-confidence, explaining that individuals have different roles and duties in social life and solving their problems with others. In the field of self-care, it has been found that there are indicators in explaining the importance of rest, using the necessary tools and equipment for daily life skills, protecting oneself from dangers and accidents, and taking precautions related to health. As a result, it is suggested that there are indicators to support nature-based learning in the Preschool Education Program and that it should support nature-based learning to approach the preschool period effectively.

 This research was designed to examine the relationship between nature-based learning and social-emotional, language, and self-care developments in the Ministry of National Education Preschool Program. Within the scope of the research, content analysis was used in terms of determining the skills highlighted in the program through analyzing documents. Researchers matched the indicators of these skills in the program with the literature and examined their relationship with nature-based learning. Based on the results, it was found that the indicators of distinguishing sounds in language development, using the voice appropriately, using the language for communication purposes, vocabulary development, comprehending the meaning of what they listenwatch and expressing them in various ways, and reading visual materials are related to nature-based learning. In the field of socio-emotional development, expressing oneself in creative ways, showing positivenegative feelings about an event or situation in appropriate ways, self-motivation to achieve a job or task, respecting differences and obeying the rules in different environments were found as indicators that related to nature-based learning. It has also been seen that the program supports the indicators of realizing the value of self, self-confidence, explaining that individuals have different roles and duties in social life and solving their problems with others. In the field of self-care, it has been found that there are indicators in explaining the importance of rest, using the necessary tools and equipment for daily life skills, protecting oneself from dangers and accidents, and taking precautions related to health. As a result, it is suggested that there are indicators to support nature-based learning in the Preschool Education Program and that it should support nature-based learning to approach the preschool period effectively.

 This research was designed to examine the relationship between nature-based learning and social-emotional, language, and self-care developments in the Ministry of National Education Preschool Program. Within the scope of the research, content analysis was used in terms of determining the skills highlighted in the program through analyzing documents. Researchers matched the indicators of these skills in the program with the literature and examined their relationship with nature-based learning. Based on the results, it was found that the indicators of distinguishing sounds in language development, using the voice appropriately, using the language for communication purposes, vocabulary development, comprehending the meaning of what they listenwatch and expressing them in various ways, and reading visual materials are related to nature-based learning. In the field of socio-emotional development, expressing oneself in creative ways, showing positivenegative feelings about an event or situation in appropriate ways, self-motivation to achieve a job or task, respecting differences and obeying the rules in different environments were found as indicators that related to nature-based learning. It has also been seen that the program supports the indicators of realizing the value of self, self-confidence, explaining that individuals have different roles and duties in social life and solving their problems with others. In the field of self-care, it has been found that there are indicators in explaining the importance of rest, using the necessary tools and equipment for daily life skills, protecting oneself from dangers and accidents, and taking precautions related to health. As a result, it is suggested that there are indicators to support nature-based learning in the Preschool Education Program and that it should support nature-based learning to approach the preschool period effectively.

 Bu araştırma, MEB Okul Öncesi Eğitim Programında bulunan sosyal-duygusal, dil ve öz bakım kazanımlarının doğa temelli öğrenme ile ilişkisinin incelenmesi amacıyla yürütülmüştür. Araştırma kapsamında, doküman incelemesi yöntemiyle program ilgili beceriler yönünden içerik analizi yapılmıştır. Araştırmacılar, bu becerilere ait kazanım ve göstergeleri literatür ile eşleştirmiş ve doğa temelli öğrenme ile ilişkisini incelemiştir. Elde edilen sonuçlara göre dil gelişimi alanında sesleri ayırt etme, sesini uygun kullanma, dili iletişim amacıyla kullanma, sözcük dağarcığını geliştirme, dinlediklerininizlediklerinin anlamını kavrama ve çeşitli yollarla ifade etme ile görsel materyalleri okuma kazanımlarının doğa temelli öğrenme ile ilişkili olduğu tespit edilmiştir. Sosyal-duygusal gelişim alanında kendini yaratıcı yollarla ifade etme, bir olay ya da durumla ilgili olumluolumsuz duygularını uygun yollarla gösterme, bir işi ya da görevi başarmak için kendini güdülenme, farklılıklara saygı gösterme, değişik ortamlardaki kurallara uyma, estetik değerleri koruma, kendine güvenme, toplumsal yaşamda bireylerin farklı rol ve görevleri olduğunu açıklama ile başkalarıyla sorunlarını çözme kazanımlarını desteklediği görülmüştür. Öz bakım alanında ise dinlenmenin önemini açıklama, günlük yaşam becerileri için gerekli araç ve gereçleri kullanma, kendini tehlikelerden ve kazalardan koruma ile sağlığı ile ilgili önlemler alma kazanımlarının yer aldığı bulunmuştur. Sonuç olarak, Okul Öncesi Eğitim Programında doğa temelli öğrenmeyi destekleyecek kazanımların bulunduğu ve okul öncesi dönemin etkili bir şekilde ele alınması için doğa temelli öğrenmeyi desteklemesi gerektiği düşünülmektedir.

Makale detayları

An Investigation of the Social-Emotional, Language and Self-Care Outcomes of the MEB 2013 Pre-School Education Program in terms of Nature-Based Learning

Yazarlar:

Vahide Yiğit Gençten | Filiz Aydemir

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Trakya Eğitim Dergisi Vol.13 Issue 1, pp.652-668

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283083

pISSN:

2630-6301

Nature-based learning

pre-school education

pre-school curriculum

Doğa-temelli öğrenme

okul öncesi eğitimi

Okul Öncesi Eğitim Programı

Sayı

Makale detayları

An Investigation of the Social-Emotional, Language and Self-Care Outcomes of the MEB 2013 Pre-School Education Program in terms of Nature-Based Learning

Yazarlar: Vahide Yiğit Gençten | Filiz Aydemir

Yayıncı: Trakya University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Trakya Eğitim Dergisi Vol.13 Issue 1, pp.652-668

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001283083

pISSN: 2630-6301

Nature-based learning

pre-school education

pre-school curriculum

Doğa-temelli öğrenme

okul öncesi eğitimi

Okul Öncesi Eğitim Programı

Sayı

Yazarlar:

Vahide Yiğit Gençten | Filiz Aydemir

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Trakya Eğitim Dergisi Vol.13 Issue 1, pp.652-668

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283083

pISSN:

2630-6301