Araştırma Makalesi
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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

Yıl 2023, Cilt: 13 Sayı: 1, 652 - 668, 26.01.2023
https://doi.org/10.24315/tred.1081521

Öz

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 listen/watch 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 positive/negative 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.

Kaynakça

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2013 OKUL ÖNCESİ EĞİTİM PROGRAMININ SOSYAL-DUYGUSAL, DİL VE ÖZ BAKIM KAZANIMLARININ DOĞA TEMELLİ ÖĞRENME AÇISINDAN İNCELENMESİ

Yıl 2023, Cilt: 13 Sayı: 1, 652 - 668, 26.01.2023
https://doi.org/10.24315/tred.1081521

Öz

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, dinlediklerinin/izlediklerinin 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 olumlu/olumsuz 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 Programı’nda doğa temelli öğrenmeyi destekleyecek kazanımların bulunduğu ve okul öncesi dönemin etkili bir şekilde ele alınması için doğa temelli öğrenmeyi desteklemesi gerektiği düşünülmektedir.

Kaynakça

  • Adi, Y., Killoran, A., Janmohamed, K., & Stewart-Brown, S. (2007). Systematic review of the effectiveness of interventions to promote mental wellbeing in children in primary education Report 1: Universal approaches: non-violence related outcomes. National Institute of Health and Clinical Excellence Report (NICE).
  • Ardoin, N. M., & Heimlich, J. E. (2021). Environmental learning in everyday life: foundations of meaning and a context for change. Environmental Education Research, 27(12), 1681-1699.
  • Atasoy, E. (2006). Çevre İçin Eğitim Çocuk-Doğa Etkileşimi. Bursa: Ezgi Kitabevi.
  • Austin, C., Knowles, Z., & Sayers, J. (2013). Investigating the effectiveness of forest school sessions on children’s physical activity levels. Liverpool: Liverpool John Moores University.
  • Başkale, H. (2016). Nitel Araştırmalarda Geçerlik, Güvenirlik ve Örneklem Büyüklüğünün Belirlenmesi. DEUHFED, 9(1), 23-28.
  • Banning, W., & Sullivan, G. (2011). Lens on outdoor learning. St. Paul, MN: Redleaf Press.
  • Barker, J. E., Semenov, A. D., Micaelson, L., Provan, L. S., Snyder, H. R., & Munakata, Y. (2014). Less-structured time in children’s daily lives predicts self-directed executive functioning. Frontiers in Psychology, 5(593), 1-16.
  • Basile, C. G. (2000). Environmental education as a catalyst for transfer of learning in young children. The Journal of Environmental Education, 32(1), 21-27.
  • Başal, H. A. (2015). Okulöncesi ve ilkokul çocukları için uygulamalı çevre eğitimi. Ankara: Nobel Akademik Yayıncılık.
  • Beames, S., Higgins, P., & Nicol, R. (2012). Learning Outside the Classroom: Theory and Guidelines for Practice. New York and London: Routledge.
  • Beghetto, R. A., Kaufman, J. C., Hegarty, C. B., Hammond, H. L., & Wilcox-Herzog, A. (2012). Cultivating creativity in early childhood education. In O. N. Saracho, Contemporary Perspectives on Research in Creativity in Early Childhood Education (pp. 251-270). Charlotte, NC: Information Age Publishing.
  • Berman, M. G., Jonides, J., & Kaplan, S. (2008). The cognitive benefits of interacting with nature. Psychol Sci, 19(12), 1207-1212. https://doi.org/10.1111/j.1467-9280.2008.02225.x
  • Betrand, J., & Gestwicki, C. (2016). Essentials of early childhood education (5th ed.). Toronto, ON: Nelson Canada.
  • Blackwell, S. (2005). Forest schools; if you go down to the woods today. Horizon.
  • Borge, A. I. H., Nordhagen, R., & Lie, K. K. (2003). Children in the environment: Forest day-care centers. The History of the Family, 8(4), 605-618. https://doi.org/10.1016/j.hisfam.2003.04.001
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Chambers, J. M., & Radbourne, C. L. (2015). Developing critical literacy skills through using the environment as text. Language and Literacy, 17(1), 1-20.
  • Coates, J. K. & Pimlott-Wilson, H. (2019). Learning while playing: Children’s Forest School experiences in the UK. British Educational Research Journal, 45(1), 21-40.
  • Constable, K. (2017). The outdoor classroom ages 3-7: Using ideas from forest schools to enrich learning. Routledge.
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  • Dereobalı, N., & Özcan, M. (2018). Erken çocukluk döneminde yapılandıırlmamış materyallerle hikaye oluşturmanın önemi. Dil Dergisi, 169(1), 51-65.
  • Elliott, H. (2017). Forest School in an inner city? Making the impossible possible? Education 3-13, 722-730.
  • Erdoğan, M. (2011). Ekoloji temelli yaz doğa eğitimi programının ilköğretim öğrencilerinin çevreye yönelik bilgi, duyuşsal eğilimler ve sorumlu davranışlarına etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 2223-2237.
  • Erten, H. (2012). Okul öncesi eğitime devam eden 5-6 yaş çocuklarının sosyal beceri, akran ilişkileri ve okula uyum düzeyleri arasındaki ilişkilerin izlenmesi [Yayınlanmamış Yüksek Lisans Tezi]. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü.
  • Fiskum, T. A., & Jacobsen, K. (2013). Outdoor education gives fewer demands for action regulation and an increased variability of affordances. Journal of Adventure Education & Outdoor Learning, 13(1), 76-99. https://doi.org/10.1080/14729679.2012.702532
  • Flett, R. M., Moore, R. W., Pfeiffer, K. A., Belonga, J., & Navarre, J. (2010). Connecting Children and Family with Nature-Based Physical Activity. American Journal of Health Education, 41(5), 292-300. https://doi.org/10.1080/19325037.2010.10599156
  • Frey, B. B. (2018). The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks, CA:SAGE.
  • Güler, T. (2009). Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkileri. Eğitim ve Bilim Dergisi, 34(151), 30-43.
  • Gönen, M., Ünüvar, P., Bıçakçı, M., Koçyiğit, S., Yazıcı, Z., Orçan, M., Aslan, D., Güven, G., Özyürek, A. (2010). Okul öncesi öğretmenlerinin dil etkinliklerini uygulama biçimlerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 10(9), 23-40.
  • Häggström, M., & Schmidt, C. (2020). Enhancing children’s literacy and ecological literacy through critical place-based pedagogy. Environmental Education Research, 26(12), 1729-1745. https://doi.org/10.1080/13504622.2020.1812537
  • Hamre, B. K., & Pianta, R. C. (2001). Early Teacher–Child Relationships and the Trajectory of Children’s School Outcomes through Eighth Grade. Child Development, 72(2), 625-638.
  • Haq, N. & Sarah, B. (2014). Perceptions about Forest Schools: Encouraging and promoting Archimedes Forest Schools, Educational Research and Reviews, 9(15), 498–503.
  • Harris, F. (2017). The nature of learning at Forest School: practitioners’ perspectives’, Education 3-13, 45(2), 272–291.
  • Harun, M. T., & Salamuddin, N. (2014). Promoting Social Skills through Outdoor Education and Assessing Its’ Effects. Asian Social Science, 10(5). https://doi.org/10.5539/ass.v10n5p71
  • Harwood, D., Boileau, D., & Julien, K. (2020). Exploring the national scope of outdoor nature-based early learning programs in Canada: Findings from a large-scale survey study. International Journal of Holistic Early Learning and Development, 6, 1-24.
  • Higgins, P., & Nicol, R. (2002). Outdoor education: Authentic learning in the context of landscapes. Kinda Education Centre.
  • Hofer, C.M. (2006). Predicting children's affective perspective taking. Doctoral dissertation.
  • Justice, L. M., Petscher, Y., Schatschneider, C., & Mashburn, A. (2011). Peer effects in preschool classrooms: Is children’s language growth associated with their classmates’ skills? Child development, 82(6), 1768-1777.
  • Keleş, Ö., Uzun, N. ve Uzun, F. (2010). Öğretmen adaylarının çevre bilinci, çevresel tutum, düşünce ve davranışlarının doğa eğitimi projesine bağlı değişimi ve kalıcılığının değerlendirilmesi. Elektronik Sosyal Bilimler Dergisi, 9(32), 384-401.
  • Kıyıcı, B.F., Yiğit, E.A. ve Darçın, E.S. (2014). Doğa eğitimi ile öğretmen adaylarının çevre okuryazarlık düzeylerindeki değişimin ve görüşlerinin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 4(1), 17-27.
  • Kiewra, C. & Veselack, E. (2016). Playing with Nature: Supporting Preschoolers' Creativity in Natural Outdoor Classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70-95.
  • Knight, S. (2016). Forest school in practice: For all ages. Sage.
  • Kolb, D. A. (1984). Experiential Learning: Experience As The Source Of Learning And Development. Prentice Hall.
  • Köşker, N. (2013). İlkokul öğrencileri ve sınıf öğretmeni adaylarının doğaya ilişkin algıları ve sorumluluklarına yönelik düşünceleri. Turkish Studies International Periodical For The Languages, Literature and History of Turkish, 8(3), 341-355.
  • Kutru, Z. ve Soran, H. (2012). Üniversite öğrencilerinin doğa algıları. Ulusal Fen ve Matematik Eğitimi Kongresi.
  • Larson, L. R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stevenson, K. T., & Floyd, M. F. (2019). Outdoor time, screen time, and connection to nature: Troubling trends among rural youth? Environment and Behavior, 51(8), 966-99.
  • Leather, M. (2018). A critique of Forest School: Something lost in translation: The growth of Forest School in the UK. Journal of Outdoor and Environmental Education, 21(1), 1-11.
  • Leblebicioğlu, G., Metin, D., Yardımcı, E. ve Berkyürek, İ. (2011). Teaching the nature of science in the nature: A summer science camp. Elementary Education Online, 10(3), 1037-1055.
  • Mağden, D., & Şahin, S. (2002). Beş-altı yaş grubu çocuklarının akademik becerilerini değerlendirmeye yönelik pilot bir çalışma. Çocuk Gelişimi ve Eğitimi Dergisi, 1(6-7), 44-60.
  • Mannion, G., & Lynch, J. (2016). The primacy of place in education in outdoor settings. In B. Humberstone, H. Prince, & K. A. Henderson, International handbook of outdoor studies (pp. 85-94). London, UK: Routledge.
  • Marioara, I., Moş-Butean, A. & Holonec, L. (2016). Forest School. A Modern Method in Educational Process. Available at: http://journals.usamvcluj.ro/index.php/promediu.
  • Martensson, F., Boldemann, C., Soderstrom, M., Blennow, M., Englund, J. E., & Grahn, P. (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health Place, 15(4), 1149-1157. https://doi.org/10.1016/j.healthplace.2009.07.002
  • McCree, M., Cutting, R. & Sherwin, D. (2018). The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors, Early Child Development and Care, 188(7), 980–996.
  • Mckinnell, V. (2015). How does the forest school approach support the development of a creative disposition? Major Study in Education. (Unpublished master thesis).
  • McKinney, K. (2021) Harnessing the Power of Adventure Adventure into the Woods: Pathways to Forest Schools. Pathways: The Ontario Journal of Outdoor Education, 24(3), 24-27.
  • MEB. (2013). Okul Öncesi Eğitim Programı. Ankara: MEB.
  • Moreno, A. J., Shwayder, I., & Friedman, I. D. (2016). The Function of Executive Function: Everyday Manifestations of Regulated Thinking in Preschool Settings. Early Childhood Education Journal, 45(2), 143-153.
  • Mutz, M., & Muller, J. (2016). Mental health benefits of outdoor adventures: Results from two pilot studies. J Adolesc, 49, 105-114. https://doi.org/10.1016/j.adolescence.2016.03.009
  • Mycock, K. (2019) Forest Schools: Moving towards an alternative pedagogical response to the Anthropocene?. Discourse, 0(0), pp. 1–14.
  • Mygind, L., Kjeldsted, E., Hartmeyer, R. D., Mygind, E., Bolling, M., & Bentsen, P. (2019). Immersive Nature-Experiences as Health Promotion Interventions for Healthy, Vulnerable, and Sick Populations? A Systematic Review and Appraisal of Controlled Studies. Front Psychol, 10, 943. https://doi.org/10.3389/fpsyg.2019.00943
  • Nawaz, H., & Blackwell, S. (2014). Perceptions about forest schools: Encouraging and promoting Archimedes Forest Schools. Educational Research and Reviews, 9(15), 498-503.
  • Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The Nature Relatedness Scale: Linking Individuals’ Connection With Nature to Environmental Concern and Behavior. 41(5), 714-740.
  • O'Brien, L. (2009). Learning outdoors: the Forest School approach. Education 3-13, 37(1), 45-60.
  • Ogelman, H. ve Durkan, N. (2014). Toprakla buluşan çocuklar: Küçük çocuklar için toprak eğitimi projesinin etkililiği. Uluslararası Sosyal Araştırmalar Dergisi. 7(31), 632-638.
  • O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
  • Özdemir, O. (2010). Doğa deneyimine dayalı çevre eğitiminin ilköğretim öğrencilerinin çevrelerine yönelik algı ve davranışlarına etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 125-138.
  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. National Foundation for Educational Research and King’s College London.
  • Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012) Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65.
  • Roe, J., Aspinall, P., & Thompson, C. (2009). Forest school: evidence for restorative health benefits in young people. Forestry Commission Scotland.
  • Schmidt, C. (2017). Thrown Together: Incorporating Place and Sustainability into Early Literacy Education. International Journal of Early Childhood, 49(2), 165–179. doi:10.1007/s13158-017-0192-6.
  • Schultz, P. W. (2002). Inclusion with Nature: The Psychology Of Human-Nature Relations. In P. Schmunck & P. Schultz (Eds.), Psychology of sustainable development. Springer.
  • Schwab, K., & Dustin, D. (2014). Engaging Youth in Lifelong Outdoor Adventure Activities through a Nontraditional Public School Physical Education Program. Journal of Physical Education, Recreation & Dance, 85(8), 27-31. https://doi.org/10.1080/07303084.2014.946189
  • Slovák, P., & Fitzpatrick, G. (2015). Teaching and developing social and emotional skills with technology. ACM Transactions on Computer-Human Interaction (TOCHI), 22(4), 19.
  • Sefalı, A. (2019). Doğa eğitimi etkinliklerinin fen bilgisi öğretmen adaylarının biyofili seviyelerine etkisinin araştırılması. [Yayınlanmamış Doktora Tezi]. Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Taner, M. (2003). Comparison of language development of first grade student who attended preschool and did not attended in different socioeconomic levels. Master Thesis, Uludag University, Bursa, Turkey.
  • Temiz, G. (2002). Okul öncesi eğitimin çocuğun dil becerisine etkisi [Yayınlanmamış Yüksek Lisans Tezi]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü.
  • Tiplady, L. S. E. and Menter, H. (2020). Forest School for wellbeing: an environment in which young people can “take what they need”. Journal of Adventure Education and Outdoor Learning, 00(00), pp. 1– 16.
  • Tillmann, S., Tobin, D., Avison, W., & Gilliland, J. (2018). Mental health benefits of interactions with nature in children and teenagers: a systematic review. J Epidemiol Community Health, 72(10), 958-966. https://doi.org/10.1136/jech-2018-210436
  • Tseng, Y. C., & Wang, S. M. (2020). Understanding Taiwanese adolescents' connections with nature: Rethinking conventional definitions and scales for environmental education. Environmental Education Research, 26(1), 115-129.
  • Turan, M., & Çalışkan, E. F. (2018). Views of educators about organic school which is an alternative model in education. International Journal of Research in Education and Science, 4(1), 263- 278.
  • Ulset, V., Vitaro, F., Brendgen, M., Bekkhus, M., & Borge, A. I. H. (2017). Time spent outdoors during preschool: Links with children's cognitive and behavioral development. Journal of Environmental Psychology, 52, 69-80. https://doi.org/10.1016/j.jenvp.2017.05.007
  • Van den Bosch, M., & Bird, W. (2018). Oxford textbook of nature and public health. Oxford, UK: Oxford University Press.
  • Vogler, P., Crivello, G., & Woodhead, M. (2008). Early childhood transitions research: A review of concepts, theory, and practice. The Nerherlands: Bernard van Leer Foundation.
  • Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: what does the evidence say?. Health Promotion International, 26, 29-69.
  • Wells, N. M., & Evans, G. W. (2003). Nearby Nature: A Buffer of Life Stress among Rural Children. Environment and Behavior, 35(3), 311-330. https://doi.org/10.1177/0013916503035003001
  • Weston, A. (2005). What if teaching went wild? Green Teacher, 76, 8-12.
  • White, J. (2008). Playing and learning outdoors: Making provision for high quality experiences in the outdoor environment. New York: Rotledge.
  • Wilson, R. A. (1996). Environmental education programs for preschool children. The Journal of Environmental Education, 27(4), 28-33.
  • Yardımcı, E., (2009). Yaz bilim kampında yapılan etkinlik temelli doğa eğitiminin ilköğretim 4 ve 5. sınıftaki çocukların doğa algılarına etkisi. [Yayımlanmamış yüksek lisans tezi]. Abant İzzet Baysal Üniversitesi.
  • Yılmaz, S., & Olgan, R. (2017). Okul öncesi dönem çocuklarının doğaya yakınlık (Biyofili) seviyelerinin araştırılması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 1106-1129.
Toplam 94 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Vahide Yiğit Gençten 0000-0003-0372-2298

Filiz Aydemir 0000-0002-5996-9153

Erken Görünüm Tarihi 26 Ocak 2023
Yayımlanma Tarihi 26 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Yiğit Gençten, V., & Aydemir, F. (2023). 2013 OKUL ÖNCESİ EĞİTİM PROGRAMININ SOSYAL-DUYGUSAL, DİL VE ÖZ BAKIM KAZANIMLARININ DOĞA TEMELLİ ÖĞRENME AÇISINDAN İNCELENMESİ. Trakya Eğitim Dergisi, 13(1), 652-668. https://doi.org/10.24315/tred.1081521