Opinions and Practices of Pre-School Teachers on Print Awareness Skills

Hilal Karoğlu

Makale detayları

Opinions and Practices of Pre-School Teachers on Print Awareness Skills

Yazarlar:

Hilal Karoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2478-2501

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328346

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The aim of this research is to examine the knowledge and practices of preschool teachers on print awareness of children. The study group of this research consisted of 36 preschool teachers. Data of this study was collected through a semi-structured interview form prepared by the researcher. Data were analyzed with content analysis and descriptive analysis. According to teachers opinions, among the skills andor behaviours that improve childrens print awareness, majority in top three are holding pencil, paying attention, holdingusingcutting scissors. It has been observed that books and visual materials are in the first two rank in terms of materials that can develop childrens print awareness. In terms of practice that teachers did in their first encounters with children, preparing name badges, doing phonological studies, reading books and writing childrens names on cabinets, things were top four rankings for the majority. Practices related to name awareness, phonology awareness and reading books constituted the majority of in class, it was determined that they stated that as a general opinion there were no practices for print awareness outside the classroom. According to the general opinions of the teachers it was determined that no special arrangements were made in educational environment and the practices were removed after they were implemented. Observation, asking questions and repetition practices are among some of the practices carried out in evaluation; as a result of the evaluation it was revealed that teachers mostly stated that the practices were donemade to be done with the support of the family.

 The aim of this research is to examine the knowledge and practices of preschool teachers on print awareness of children. The study group of this research consisted of 36 preschool teachers. Data of this study was collected through a semi-structured interview form prepared by the researcher. Data were analyzed with content analysis and descriptive analysis. According to teachers opinions, among the skills andor behaviours that improve childrens print awareness, majority in top three are holding pencil, paying attention, holdingusingcutting scissors. It has been observed that books and visual materials are in the first two rank in terms of materials that can develop childrens print awareness. In terms of practice that teachers did in their first encounters with children, preparing name badges, doing phonological studies, reading books and writing childrens names on cabinets, things were top four rankings for the majority. Practices related to name awareness, phonology awareness and reading books constituted the majority of in class, it was determined that they stated that as a general opinion there were no practices for print awareness outside the classroom. According to the general opinions of the teachers it was determined that no special arrangements were made in educational environment and the practices were removed after they were implemented. Observation, asking questions and repetition practices are among some of the practices carried out in evaluation; as a result of the evaluation it was revealed that teachers mostly stated that the practices were donemade to be done with the support of the family.

 The aim of this research is to examine the knowledge and practices of preschool teachers on print awareness of children. The study group of this research consisted of 36 preschool teachers. Data of this study was collected through a semi-structured interview form prepared by the researcher. Data were analyzed with content analysis and descriptive analysis. According to teachers opinions, among the skills andor behaviours that improve childrens print awareness, majority in top three are holding pencil, paying attention, holdingusingcutting scissors. It has been observed that books and visual materials are in the first two rank in terms of materials that can develop childrens print awareness. In terms of practice that teachers did in their first encounters with children, preparing name badges, doing phonological studies, reading books and writing childrens names on cabinets, things were top four rankings for the majority. Practices related to name awareness, phonology awareness and reading books constituted the majority of in class, it was determined that they stated that as a general opinion there were no practices for print awareness outside the classroom. According to the general opinions of the teachers it was determined that no special arrangements were made in educational environment and the practices were removed after they were implemented. Observation, asking questions and repetition practices are among some of the practices carried out in evaluation; as a result of the evaluation it was revealed that teachers mostly stated that the practices were donemade to be done with the support of the family.

 Bu araştırmanın amacı, okul öncesi öğretmenlerinin çocukların yazı farkındalığı ile ilgili bilgilerini ve uygulamalarını incelemektir. Araştırmanın çalışma grubunu 36 okul öncesi öğretmeni oluşturmuştur. Araştırmanın verileri araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Veriler içerik analizi ve betimsel analiz yapılarak analiz edilmiştir. Öğretmenlerin görüşlerine göre çocukların yazı farkındalığını geliştiren beceri veveya davranışlar arasında çoğunluk bakımından ilk üç sırada kalem tutma, dikkat, makas tutmakullanmakesme yer almıştır. Çocukların yazı farkındalığını geliştirebilecek materyallerde ilk iki sırada kitapların ve görsel materyallerin yer aldığı görülmüştür. Öğretmenlerin ilk karşılaşmalarda yaptıkları yazı farkındalık çalışmaları ise yaka kartı hazırlama, fonolojik çalışmalar yapma, kitap okuma, dolaplara, eşyalara çocukların isimlerini yazma şeklindeki çalışmalardır. İsim farkındalığı ile ilgili etkinlikler, fonoloji ile ilgili etkinlikler, kitap okuma sınıf içi yapılan etkinliklerin çoğunluğunu oluşturmuş, genel görüş olarak sınıf dışında yazı farkındalığına yönelik etkinlik yapılmadığını ifade ettikleri tespit edilmiştir. Öğretmenlerin genel görüşlerine göre eğitim ortamında yazı farkındalığına yönelik özel bir düzenleme yapılmadığı, etkinlikler uygulandıktan sonra ortamdan kaldırıldığı belirlenmiştir. Gözlemin, soru sormanın, tekrar çalışmaların değerlendirmede yapılan çalışmalardan bazıları arasında yer aldığı; değerlendirme sonucunda öğretmenlerin çoğunlukla aile desteğiyle çalışmaların yapıldığıyaptırıldığını ifade ettikleri görülmüştür.

Makale detayları

Opinions and Practices of Pre-School Teachers on Print Awareness Skills

Yazarlar:

Hilal Karoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2478-2501

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328346

pISSN:

2602-2850

Early literacy

print awareness

early childhood

teacherErken okuryazarlık

yazı farkındalığı

okul öncesi dönem

öğretmen

Sayı

Makale detayları

Yazarlar: Hilal Karoğlu

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2478-2501

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001328346

pISSN: 2602-2850

Sayı

Yazarlar:

Hilal Karoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2478-2501

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328346

pISSN:

2602-2850