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ERKEN ÇOCUKLUK DÖNEMİNDE ÜSTÜN YETENEKLİ ÇOCUKLAR VE OYUN

Yıl 2018, Cilt: 5 Sayı: 1, 180 - 204, 28.06.2018

Hilal Genç Hacer Elif Dağlıoğlu

Öz

Erken çocukluk yıllarının en temel gereksinimlerinden biri oyundur. Oyun
çocuğa kendini en iyi ifade edebileceği, özgür, doğal ve aktif öğrenebileceği
bir ortam ve kendi ilgi ve yeteneklerinin keşfetme ve geliştirme olanağı sağlar.
Çocuğun gelişiminde önemli bir yere sahip olan oyun, onları en doğal haliyle
tanımaya ve gelişimlerini değerlendirmeye yardımcı olur.  Derleme çalışması niteliğinde olan bu
makalede, erken çocukluk dönemindeki üstün yetenekli çocukların, sahip olduğu
özellikler göz önünde bulundurularak oyunun bu çocukların gelişimindeki önemi
literatürdeki araştırmalar dikkate alınarak açıklanmaya çalışılmıştır. Yapılan
az sayıdaki araştırma sonucu üstün yetenekli çocukların asenkronik (eşzamansız)
gelişim özellikleri nedeniyle normal gelişim gösteren akranları tarafından oyun
gruplarından dışlanma riski ile karşı karşıya olduklarını göstermektedir. Bu
çalışmanın, Türkiye'de erken çocukluk dönemi üstün yetenekli
çocukların gelişimini destekleme konusunda oyunun tüm çocukların
gelişimleri üzerindeki tartışmasız önemini akılda tutarak onların
potansiyellerini en üst noktada ortaya koyabilmelerini sağlamak ve diğer
akranları ile sağlıklı iletişim kurmalarını desteklemek amacıyla öğretmenlere
yol gösterici olacağı düşünülmektedir.

Anahtar Kelimeler

Üstün yetenek Erken çocukluk dönemi Oyun Eşzamansız gelişim

Kaynakça

  • Adda, A. (1999). Le livre de l’enfant dou´e, Paris: Editions Solar.
  • Aiken, E.C. (2012). A case study approach to examine gifted children’s perceptions of friendship and play and their ımpact on the development of self. Doctoral Dissertation, University of Northern Colorado, School of Teacher Education, Colorado.
  • Akandere, M. (2013). Eğitici okul oyunları. Ankara: Nobel.
  • Akarsu, F. (2001). Üstün yetenekli çocuklar. Ankara: Eduser.
  • Aksoy, A.B. & Dere-Çiftçi, H. (2014). Erken çocukluk döneminde oyun. Ankara: Pegem.
  • Aral, N., Gürsoy, F. & Köksal, A. (2001). Okul öncesi eğitiminde oyun. İstanbul: Ya-Pa.
  • Ataman, A. (2003). Üstün zekalılar ve üstün yetenekliler, A. Ataman (Ed.) Özel gereksinimli çocuklar ve özel eğitime giriş. Ankara: Gündüz.
  • Ataman, A. (2011). Özel gereksinimli çocuklar ve özel eğitim. A. Ataman (ed.) Özel gereksinimli çocuklar ve özel eğitime giriş içinde (s.13-28). Ankara: Gündüz.
  • Ayan, S. & Memiş, U.A. (2012). Erken çocukluk döneminde oyun. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 14(2), 143-149.
  • Baer, J. & Garrett, T. (2010). Teaching for creativity in an era of content standards and accountability. R. Baghetto & J. Kaufman (Ed.). Nurturing creativity in the classroom içinde (s. 6–23). Cambridge: Cambridge University.
  • Barnett, L.M. & Fiscella, J. (1985). A child by any other name . . . A comparison of the playfulness of gifted and nongifted children. Gifted Child Quarterly, 29, 61-66.
  • Baykoç-Dönmez, N. (2010). Üstün ve özel yetenekli çocuklar ve eğitimleri. N. Baykoç-Dönmez (Ed.). Öğretmenlik programları için özel eğitim içinde. Ankara: Gündüz.
  • Bayraktar, V. (2016). Language and early literacy in gifted children. R. Efe, I. Jażdżewska & H. Yaldır (Ed.). Current advances in education içinde (ss. 212-222). Sofia: ST. Kliment Ohridski University.
  • Baysal-Metin, N., Dağlıoğlu, H.E. & Saranlı, A.G. (2018). Çocuk gelişimi bakış açısıyla üstün yetenekli çocuklar. Ankara: Hedef.
  • Beisser, R.S., Gillespie, C.W. & Thacker, V.M. (2013). An investigation of play: From the voices of fifth- and sixth-grade talented and gifted students. Gifted Child Quarterly, 57(1), 25-38.
  • Bellin, H. & Singer, D. (2006). “My Magic Story Car”: Video-based play intervention to strengthen emergent literacy of at-risk preschoolers. D. Singer, R. Golinkoff & K. Hirsh-Pasek (Ed.), Play = Learning: How play motivates and enhances children’s cognitive and social-emotional growth içinde (ss. 101–123). New York: Oxford University.
  • Brown, W., Odom, S.L. & Holcombe, A. (1996). Observational assessment of young children’s social behavior with peers. Early Childhood Research Quarterly, 11, 19-40.
  • Brunet-L´ezine, I. (2001). Echelle de d´eveloppement psychomoteur de la premi`ere enfance r´evis´ee [Revised scale of psychomotor development of infancy], Paris: Editions du Centre de Psychologie Appliqu´ee.
  • Buriss, K.G. & Tsao, L.L. (2002). Review of research: How much do we know about the importance of play in child development? Childhood Education, 78(4), 230-233.
  • Chamberlin, S.A., Buchanan, M. & Vercimak, D. (2007). Serving twice-exceptional preschoolers: Blending gifted education and early childhood special education practices in assessment and program planning. Journal for the Education of the Gifted, 30, 372-394.
  • Chazan, S.E. (2002). Profiles of play: Assessing and observing structure and process in play therapy. Philedelphia: Jessica Kingsley.
  • Clark, B. (2002). Growing up gifted. (6.b.). New Jersey: Pearson Education.
  • Cox, R.L. (1977). Background characteristics of 456 gifted students. The Gifted Child Quarterly, 21, 261-267.
  • Craft, A., McConnon, L. & Matthews, A. (2012). Child-initiated play and professional creativity: Enabling four-year-olds’ possibility thinking. Thinking Skills and Creativity, 7, 48-61.
  • Dağlıoğlu, H.E. (2015). Erken çocuklukta üstün yetenek. F. Şahin (Ed.), Üstün zekalı ve yetenekli çocukların eğitimi içinde (ss. 75-96). Ankara: Pegem.
  • Davaslıgil, Ü. (2009). Üstün zekâlı ve yetenekli çocukların eğitimi. G. Akçamete (Ed.) Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim içinde (ss.545-589). Ankara: Kök.
  • Davis, G.A. & Rimm, S.B. (1994). Education of the gifted and talented (3.b.) Sydney: Allyn & Bacon.
  • Farrent, S. & Grant, A. (2005). Some Australian findings about the socio-emotional development of gifted pre-schoolers. Gifted Education International, 19, 142-153.
  • Fein, G. & Rivkin, M. (Ed.) (1986). The young child at play: Reviews of research, Volume 4. Washington, DC: National Association for the Education of Young Children.
  • Fleer, M. (2009). A cultural-historical perspective on play: Play as a leading activity across cultural communities. I. Pramling-Samuelsson & M. Fleer (Ed.) Play and learning in early childhood settings içinde (ss. 1-19). Göteburg: Springer.
  • Foster S.M. (1993). Meeting the needs of gifted and talented preschoolers. Gifted Child Today, 22(3), 28-30.
  • Freeman, J. (1986). The psychology of gifted children. UK: John Willey & Sons.
  • Freeman, J. (1991). Gifted children growing up. London: Heinemann Educational.
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GIFTED CHILDREN IN THE EARLY CHILDHOOD PERIOD AND PLAY

Yıl 2018, Cilt: 5 Sayı: 1, 180 - 204, 28.06.2018

Hilal Genç Hacer Elif Dağlıoğlu

Öz

Playing is one of the basic needs of the early childhood years. Play
provides children with an environment in which they can express themselves in
the best way, learn freely, naturally and actively, and it creates an
opportunity for them to discover and improve their own interests and skills.
Play, which is also important for the development of children, helps to get to
know children in their most natural way and evaluate their developments. Being
a compilation study, this article attempts to disclose the importance of play
in the development of the gifted children in the early childhood period by
considering the qualities they possess and also by taking the previous studies
in the literature into consideration. A small number of research findings show
that gifted children are confronted with the risk of being excluded from play
groups by their normally growing peers due to their asynchronous developmental
characteristics. This study is thought to guide teachers in Turkey for helping
the gifted children in early childhood period perform their potential at the
highest point and supporting them to communicate with other peers, keeping in
mind the undisputed importance of play in the development of all children.

Anahtar Kelimeler

Giftedness Early childhood period Play Asynchronous development

Kaynakça

  • Adda, A. (1999). Le livre de l’enfant dou´e, Paris: Editions Solar.
  • Aiken, E.C. (2012). A case study approach to examine gifted children’s perceptions of friendship and play and their ımpact on the development of self. Doctoral Dissertation, University of Northern Colorado, School of Teacher Education, Colorado.
  • Akandere, M. (2013). Eğitici okul oyunları. Ankara: Nobel.
  • Akarsu, F. (2001). Üstün yetenekli çocuklar. Ankara: Eduser.
  • Aksoy, A.B. & Dere-Çiftçi, H. (2014). Erken çocukluk döneminde oyun. Ankara: Pegem.
  • Aral, N., Gürsoy, F. & Köksal, A. (2001). Okul öncesi eğitiminde oyun. İstanbul: Ya-Pa.
  • Ataman, A. (2003). Üstün zekalılar ve üstün yetenekliler, A. Ataman (Ed.) Özel gereksinimli çocuklar ve özel eğitime giriş. Ankara: Gündüz.
  • Ataman, A. (2011). Özel gereksinimli çocuklar ve özel eğitim. A. Ataman (ed.) Özel gereksinimli çocuklar ve özel eğitime giriş içinde (s.13-28). Ankara: Gündüz.
  • Ayan, S. & Memiş, U.A. (2012). Erken çocukluk döneminde oyun. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 14(2), 143-149.
  • Baer, J. & Garrett, T. (2010). Teaching for creativity in an era of content standards and accountability. R. Baghetto & J. Kaufman (Ed.). Nurturing creativity in the classroom içinde (s. 6–23). Cambridge: Cambridge University.
  • Barnett, L.M. & Fiscella, J. (1985). A child by any other name . . . A comparison of the playfulness of gifted and nongifted children. Gifted Child Quarterly, 29, 61-66.
  • Baykoç-Dönmez, N. (2010). Üstün ve özel yetenekli çocuklar ve eğitimleri. N. Baykoç-Dönmez (Ed.). Öğretmenlik programları için özel eğitim içinde. Ankara: Gündüz.
  • Bayraktar, V. (2016). Language and early literacy in gifted children. R. Efe, I. Jażdżewska & H. Yaldır (Ed.). Current advances in education içinde (ss. 212-222). Sofia: ST. Kliment Ohridski University.
  • Baysal-Metin, N., Dağlıoğlu, H.E. & Saranlı, A.G. (2018). Çocuk gelişimi bakış açısıyla üstün yetenekli çocuklar. Ankara: Hedef.
  • Beisser, R.S., Gillespie, C.W. & Thacker, V.M. (2013). An investigation of play: From the voices of fifth- and sixth-grade talented and gifted students. Gifted Child Quarterly, 57(1), 25-38.
  • Bellin, H. & Singer, D. (2006). “My Magic Story Car”: Video-based play intervention to strengthen emergent literacy of at-risk preschoolers. D. Singer, R. Golinkoff & K. Hirsh-Pasek (Ed.), Play = Learning: How play motivates and enhances children’s cognitive and social-emotional growth içinde (ss. 101–123). New York: Oxford University.
  • Brown, W., Odom, S.L. & Holcombe, A. (1996). Observational assessment of young children’s social behavior with peers. Early Childhood Research Quarterly, 11, 19-40.
  • Brunet-L´ezine, I. (2001). Echelle de d´eveloppement psychomoteur de la premi`ere enfance r´evis´ee [Revised scale of psychomotor development of infancy], Paris: Editions du Centre de Psychologie Appliqu´ee.
  • Buriss, K.G. & Tsao, L.L. (2002). Review of research: How much do we know about the importance of play in child development? Childhood Education, 78(4), 230-233.
  • Chamberlin, S.A., Buchanan, M. & Vercimak, D. (2007). Serving twice-exceptional preschoolers: Blending gifted education and early childhood special education practices in assessment and program planning. Journal for the Education of the Gifted, 30, 372-394.
  • Chazan, S.E. (2002). Profiles of play: Assessing and observing structure and process in play therapy. Philedelphia: Jessica Kingsley.
  • Clark, B. (2002). Growing up gifted. (6.b.). New Jersey: Pearson Education.
  • Cox, R.L. (1977). Background characteristics of 456 gifted students. The Gifted Child Quarterly, 21, 261-267.
  • Craft, A., McConnon, L. & Matthews, A. (2012). Child-initiated play and professional creativity: Enabling four-year-olds’ possibility thinking. Thinking Skills and Creativity, 7, 48-61.
  • Dağlıoğlu, H.E. (2015). Erken çocuklukta üstün yetenek. F. Şahin (Ed.), Üstün zekalı ve yetenekli çocukların eğitimi içinde (ss. 75-96). Ankara: Pegem.
  • Davaslıgil, Ü. (2009). Üstün zekâlı ve yetenekli çocukların eğitimi. G. Akçamete (Ed.) Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim içinde (ss.545-589). Ankara: Kök.
  • Davis, G.A. & Rimm, S.B. (1994). Education of the gifted and talented (3.b.) Sydney: Allyn & Bacon.
  • Farrent, S. & Grant, A. (2005). Some Australian findings about the socio-emotional development of gifted pre-schoolers. Gifted Education International, 19, 142-153.
  • Fein, G. & Rivkin, M. (Ed.) (1986). The young child at play: Reviews of research, Volume 4. Washington, DC: National Association for the Education of Young Children.
  • Fleer, M. (2009). A cultural-historical perspective on play: Play as a leading activity across cultural communities. I. Pramling-Samuelsson & M. Fleer (Ed.) Play and learning in early childhood settings içinde (ss. 1-19). Göteburg: Springer.
  • Foster S.M. (1993). Meeting the needs of gifted and talented preschoolers. Gifted Child Today, 22(3), 28-30.
  • Freeman, J. (1986). The psychology of gifted children. UK: John Willey & Sons.
  • Freeman, J. (1991). Gifted children growing up. London: Heinemann Educational.
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Toplam 98 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Hilal Genç

Hacer Elif Dağlıoğlu

Yayımlanma Tarihi 28 Haziran 2018
Gönderilme Tarihi 20 Şubat 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 5 Sayı: 1

Kaynak Göster

APA Genç, H., & Dağlıoğlu, H. E. (2018). ERKEN ÇOCUKLUK DÖNEMİNDE ÜSTÜN YETENEKLİ ÇOCUKLAR VE OYUN. Eğitim Ve Toplum Araştırmaları Dergisi, 5(1), 180-204.
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