Aksaray ilindeki bağımsız anaokulu bahçelerinin özelliklerinin belirlenmesi ve öğretmen uygulamalarının incelenmesi
Yükleniyor...
Dosyalar
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma Aksaray ili Merkez ilçesinde Milli Eğitim Müdürlüğü’ne bağlı bulunan bağımsız anaokulu bahçelerinin açık oyun alanlarını incelemeyi amaçlamaktadır. Aksaray ili Merkez ilçesinde bulunan 10 bağımsız anaokulunda görev yapmakta olan 10 okul yöneticisi ve 20 okul öncesi öğretmeni araştırmanın çalışma grubunu oluşturmaktadır. Araştırma verileri Chancellor (2011) tarafından geliştirilen ve Kalburan (2014) tarafından Türkçe’ye çevrilen ‘‘Okul Bahçesi Tanılama Formu’’ ile araştırmacı tarafından hazırlanmış olan ‘‘Okul Bahçelerindeki Uygulamalara Yönelik Öğretmen Görüşme Formu’’ aracılığıyla toplanmıştır. ‘‘Okul Bahçesi Tanılama Formu’’ 43 sorudan oluşmakta olup nicel ve nitel verilerin birlikte elde edebilmeye fırsat sunan çoktan seçmeli, açık uçlu, evet-hayır seçenekli ve çoklu seçme seçeneği sunan soru maddelerinden oluşmaktadır. Sorular ‘‘okulun genel özellikleri, okul bahçesinin özellikleri, okul bahçesinde uygulanan kural ve denetimler, öğrenme alanı olarak okul bahçelerinin kullanımı, okul bahçesinde yapılan yenilikler ve okul bahçesinde karşılaşılan problemler” olarak altı başlıktan oluşmaktadır. Okul bahçelerine yönelik öğretmen görüşlerine yönelik veriler ise araştırmacı tarafından hazırlanan ‘‘Okul Bahçelerindeki Uygulamalara Yönelik Öğretmen Görüşme Formu’’ aracılığıyla toplanmıştır. Formda yapılandırılmış ve yarı yapılandırılmış altı görüşme sorusu bulunmaktadır. Elde edilen verilerin analizinde; “Okul Bahçeleri Tanılama Formu’nda” bulunan sorularda okul bahçesinin kullanıldığı zaman dilimleri, bahçesinin fiziksel özellikleri, uygulanan kurallar ve denetimler; yaşanılan problemler; tasarım ve bakım uygulamaları; gerçekleştirilen etkinlikler ve amaçlanan öğrenmeleri belirlemek için frekans ve yüzde değerleri hesaplanıştır. “Okul Bahçelerindeki Uygulamalara Yönelik Öğretmen Görüşme Formu”ndan elde edilen verilerin analizinde ise içerik analizi tekniği kullanılmıştır. Araştırma sonucunda çocukların okul bahçelerini en çok sabah ve öğlen okula geldiklerinde kullandıkları ifade edilmiştir. Okul bahçelerinde bulunan donanım özelliklerine bakıldığında ise okul bahçelerinin tamamında kum havuzu alanlarına yer verildiği, zeminlerinde çim zeminlerin en çok tercih edilen alanlar olduğu, gölgelik ekipman olarak çardak ve ağaç kullanıldığı, oturma ekipmanlarında ise sabit masa ve bankların tercih edildiği, okul bahçelerinin tamamına yakınında araç parkı bulunmadığı görülmüştür. Bağımsız anaokulu bahçelerinde yazılı kural ve denetimlere okulların küçük bir kısmında yer verildiği ifade edilirken kural koyucuların en çok okul yöneticileri olduğu ortaya koyulmuştur. Okul bahçelerinde en çok karşılaşılan problemin bakım ve zemin kalitesinin düşük olması olarak ifade edilmiştir. Okul bahçesi düzenleme çalışmalarının ise öğretmenler ile işbirliği yapılarak yürütüldüğü ortaya koyulmuştur. Bağımsız anaokulu bahçeleri öğretmenlerin küçük bir kısmı tarafından çocuklara uygun bulunurken yeşil alanlar çocuklara uygun alanlar olarak öğretmenler tarafından en çok vurgulanan alanlar olmuştur. Öğretmenler okul bahçelerini aktif olarak kullandıklarını ve aktif kullanımın en çok mevsim koşullarından etkilendiği görülmüştür. Öğretmen ve yöneticiler tarafından okul bahçelerinde en çok oyun etkinliğine yer verildiği ve desteklenen gelişim alanının motor gelişim olarak ifade edilmiştir. Bağımsız anaokulu bahçelerinin büyük çoğunluğunda öğrenme merkezlerine yer verilmediği, yer verilen okullarda ise geçici öğrenme merkezleri oluşturulduğu ifade edilmiştir. Öğretmenler okul bahçelerinin tasarımında hareket ihtiyacını karşılayan çocuğun gelişimine uygun tasarım yapılmasını istediklerini ortaya koymuştur.
This study aims to examine the current status and usage characteristics of independent kindergarten gardens in Aksaray, based on the opinions of teachers and administrators. 10 school administrators and 20 preschool teachers working in 10 independent kindergartens in Aksaray Central district constitute the study group of the research. Research data were collected with the "Schoolyard Identification Form" developed by Chancellor (2011), one of the school administrators, and translated into Turkish by Kalburan (2014). This form consists of 43 questions and consists of multiple choice, open-ended, yes-no options and multiple choice questions that provide the opportunity to obtain both quantitative and qualitative data. The questions consist of six headings: general characteristics of the school, characteristics of the school garden, rules and controls applied in the school garden, use of school gardens as a learning area, innovations in the school garden and problems encountered in the school garden. Data regarding teachers' opinions about school gardens were collected through the "Teacher Interview Form for School Gardens" prepared by the researcher. The form contains six structured and semi-structured interview questions. In the analysis of the data obtained, the questions from the School Gardens Identification Form were transferred to the IBM SPSS Statistics for 25 program and the physical characteristics of the garden, applied rules and inspections; problems experienced; design and maintenance practices; Frequency and percentage techniques were used to determine the activities performed and the intended learning. In the analysis of qualitative data, it was analyzed using content analysis and descriptive analysis techniques. As a result of the research, it was determined that there were sandbox areas in all school gardens. It has been revealed that grass grounds are the most preferred areas in school gardens. While it has been revealed that pergolas and trees are used as shade equipment, fixed tables and benches are preferred as seating equipment. While it is stated that written rules and inspections are included in a small part of the schools in independent kindergarten gardens, the rule is It has been revealed that the most common administrators are school administrators. It has been observed that the most common problem in school gardens is the low maintenance and ground quality. It has been revealed that school garden landscaping works are carried out in cooperation with teachers. While school gardens were found suitable for children by a small portion of teachers, green areas were the areas most emphasized by teachers as areas suitable for children. It has been revealed that teachers use school gardens actively and that active use is mostly affected by seasonal conditions. It has been stated by teachers and administrators that the most play activities are included in school gardens and the area of development supported is motor development. The majority of school gardens do not include learning centers, but they do include It has been observed that temporary learning centers have been created in schools. Teachers have revealed that they want the design of school gardens to be designed in accordance with the development of the child, which meets his/her movement needs
This study aims to examine the current status and usage characteristics of independent kindergarten gardens in Aksaray, based on the opinions of teachers and administrators. 10 school administrators and 20 preschool teachers working in 10 independent kindergartens in Aksaray Central district constitute the study group of the research. Research data were collected with the "Schoolyard Identification Form" developed by Chancellor (2011), one of the school administrators, and translated into Turkish by Kalburan (2014). This form consists of 43 questions and consists of multiple choice, open-ended, yes-no options and multiple choice questions that provide the opportunity to obtain both quantitative and qualitative data. The questions consist of six headings: general characteristics of the school, characteristics of the school garden, rules and controls applied in the school garden, use of school gardens as a learning area, innovations in the school garden and problems encountered in the school garden. Data regarding teachers' opinions about school gardens were collected through the "Teacher Interview Form for School Gardens" prepared by the researcher. The form contains six structured and semi-structured interview questions. In the analysis of the data obtained, the questions from the School Gardens Identification Form were transferred to the IBM SPSS Statistics for 25 program and the physical characteristics of the garden, applied rules and inspections; problems experienced; design and maintenance practices; Frequency and percentage techniques were used to determine the activities performed and the intended learning. In the analysis of qualitative data, it was analyzed using content analysis and descriptive analysis techniques. As a result of the research, it was determined that there were sandbox areas in all school gardens. It has been revealed that grass grounds are the most preferred areas in school gardens. While it has been revealed that pergolas and trees are used as shade equipment, fixed tables and benches are preferred as seating equipment. While it is stated that written rules and inspections are included in a small part of the schools in independent kindergarten gardens, the rule is It has been revealed that the most common administrators are school administrators. It has been observed that the most common problem in school gardens is the low maintenance and ground quality. It has been revealed that school garden landscaping works are carried out in cooperation with teachers. While school gardens were found suitable for children by a small portion of teachers, green areas were the areas most emphasized by teachers as areas suitable for children. It has been revealed that teachers use school gardens actively and that active use is mostly affected by seasonal conditions. It has been stated by teachers and administrators that the most play activities are included in school gardens and the area of development supported is motor development. The majority of school gardens do not include learning centers, but they do include It has been observed that temporary learning centers have been created in schools. Teachers have revealed that they want the design of school gardens to be designed in accordance with the development of the child, which meets his/her movement needs
Açıklama
Anahtar Kelimeler
Bağımsız Anaokulu, Okul Bahçesi, Açık Oyun Alanı, Öğretmen Görüşü, Preschool, School Garden, Outdoor Playgrounds, Teacher views
