1,721,236 research outputs found
4-6 yaş resimli öykü kitaplarında çocuk ve yetişkin arasındaki süregelen dokunsal iletişim.
No full textThe purpose of this study is to investigate the characteristics of meaning categories for individual touches in picture storybooks for 4-to-6-year-olds and related contextual factors and descriptive features. The sample of the study involves 489 picture storybooks for 4-to-6-year-olds. Qualitative analysis and inferential statistics were conducted. Ali Dayı Children Library in Ankara was chosen as the site to collect data, which required three weeks. Data was collected through a codebook, which was developed prior to the study. The findings of the study reveal that a positive affect touch, is the most common touch, in the images of a picture storybook. It is also found that female children and adults tend to touch more than male children and adults. Furthermore, most of the touching behavior is displayed by mothers. During tactile communication, hands and a whole body of the child is preferred, to other body parts. Also, touch was mostly initiated by adults. Finally, the main meaning categories of individual touching is significantly related with sex of the author, sex of the illustrator, translation status, sex of the adult, location of the adult, the relationship between the child and the adult, the style of touch, the body part that is touched, the nature of the social occasion, and the initiator of the touch. This study has various implications regarding publishers, authors, teachers, parents and children. M.S. - Master of Scienc
Okul öncesi öğretmen adaylarının sürdürülebilir kalkınma öğretimine yönelik öz-yeterlik inançlarının incelenmesi.
No full textThe aims of this study were describing pre-service early childhood education (ECE) teachers’ Education for Sustainable Development (EfSD) teaching self-efficacy beliefs constructed around outcome expectancy beliefs and personal teaching efficacy regarding EfSD, attitudes toward Sustainable Development (SD), and SD knowledge; investigating whether EfSD teaching self-efficacy beliefs, SD attitudes and SD knowledge of pre-service ECE teachers differ with respect to autobiographical factors; exploring predictive roles of SD attitudes, SD knowledge and personal EfSD teaching efficacy on outcome expectancy beliefs regarding EfSD. P articipants of study were 541 freshmen, sophomore, junior, and senior ECEteacher candidates in Ankara. Data was collected by using scales; Demographic Information Form, EfSD Teaching Beliefs Scale (EfSD-B), Attitudes toward SD Scale (ASD), and SD Knowledge Scale (SD-K). The results of exploratory and confirmatory factor analyses indicated that the Turkish adaptation of EfSD-B and ASD scales are valid and reliable in terms of determining pre-service ECE teachers’ EfSD teaching self-efficacy beliefs and attitudes toward SD. In main study, pre-service teachers were found to have moderate sense of attitudes toward SD, SD knowledge, and EfSD teaching selfefficacy beliefs including outcome expectancy beliefs and personal teaching efficacy regarding EfSD. Moreover, pre-service ECE teachers’ EfSD teaching selfefficacy beliefs, SD attitudes and SD knowledge did not differ with respect to autobiographical factors except from the significant effect grade levels on SD attitudes. Lastly, personal EfSD teaching efficacy, SD knowledge and SD attitudes were found to have a predictive role on outcome expectancy beliefs of pre-service ECE teachers regarding EfSD teaching.M.S. - Master of Scienc
Pedagojık dökümasyon uygulamalarının öğretmenlerin okul öncesi sınıflarında demokratik değerlerlerin geliştirilmesine yönelik uygulamalarına etkisi.
No full textThe aim of the current study was to investigate how pedagogical documentation implications support values of freedom, respect, collaboration, and empowerment in Turkish early childhood learning environments. To this end, qualitative case study research was conducted with two early childhood teachers from private and public preschool institutions. The data collection period lasted two semesters. In the first semester, the participant teachers did not interfere with their pedagogical documentation implementations. However, in the second semester, they were trained on pedagogical documentation and regularly received feedback. The data were collected through video-based observations, interviews, in-class activity photographs and field notes. In addition to these data collection tools, the Early Childhood Learning Environment Observation Form was applied to investigate and generate a profile for the research contexts prior to the collection of data. For the qualitative data analysis, the constant comparative data analysis method was utilized. The findings of the study revealed that both teachers’ learning environments were supported by pedagogical documentation implications in terms of values of freedom, respect, collaboration, and empowerment. For instance, the teacher started to implement small group activities more frequently, and provided an environment where children share and discuss their learning process with their peers. The findings of the study have important implications for teachers, school principals, government policies, and teacher education programs in universities.Ph.D. - Doctoral Progra
60-72 Aylık Okul Öncesi Dönem Çocuklarının Sürdürülebilir Yaşam Çerçevesinde Çevrelerini Nasıl Algıladıklarının İncelenmesi
No full textBu araştırmanın amacı okul öncesi dönem çocuklarının sürdürülebilir yaşam perspektifi açısından çevrelerini ve çevre-insan etkileşimini nasıl algıladıklarının incelenmesidir. Yapılacak olan araştırma kapsamında sürdürülebilir kalkınma için eğitim temelli bir program tasarımı yapılacak ve 60-72 aylık öğrenci grubuna sahip iki okul öncesi eğitim kurumunda uygulaması gerçekleştirilecektir. Tasarlanacak olan sürdürülebilir kalkınma için eğitim kapsamındaki 50 adet etkinlik yapılandırıcı yaklaşım temel alınarak çocukların aktif katılımı sağlanarak uygulanacaktır. Etkinliklerin alt başlıklarını su tasarrufu, doğal kaynaklar, küresel ısınma, toprak kirliliği, tüketim vs. gibi konular oluşturmakla beraber bu temel konular bir araç olarak kullanılarak insan-çevre ilişkisi çocuklara oyun, drama, fen, matematik, türkçe, alan gezileri ve sanat gibi konu alanları ile 60-72 aylık okul öncesi çocuklarının gelişimsel özelliklerine uygun bir şekilde aktarılacaktır. Çalışmanın sonunda, etkinliklerin nasıl uygulandığı, değerlendirildiği, öğrenci yorumları ve öğretmenlerden gelenler geri dönütlerin olduğu bir kitap elde edilmesi planlanmaktadır. Böylece, özellikle uygulamaya dayalı olacak olan bu kitap sadece öğretmenler ve okul öncesi eğitimciler için değil, aileler için de bir rehber kılavuz olma özelliği taşıyacak ve ülkemizin bu anlamda uygulamaya yönelik kaynak eksikliği bir parça giderilmeye çalışılacaktır
Okul öncesi öğretmen adaylarının kaynaştırma eğitimi hakkındaki inançlarının kişilik özelliklerine ilişkin olarak incelenmesi.
No full textThe aims of this study were; (1) to examine the pre-service early childhood teachers’ beliefs on inclusion, their personality traits, (2) the relationship between the pre-service early childhood teachers’ beliefs on inclusion and their personality traits, and (3) whether the pre-service early childhood teachers’ beliefs on inclusive education differ with respect to participation a course on inclusive education. The participant of the study were 907 second, third and fourth year pre-service early childhood teachers from four public and one private university in Ankara. Data were collected in the fall term of 2014-2015 academic year using the Demographic Information Scale, the Turkish version of Pre-service Teachers’ Beliefs Toward Inclusion Scale (TPTBI) and the Turkish version of Big Five Inventory (BFI). The results of the exploratory and confirmatory factor analyses indicated that the Turkish version of Pre-service Teachers’ Beliefs Toward Inclusion Scale is valid and reliable instrument to measure pre-service teachers’ beliefs on inclusive education. Based on results of descriptive analysis, the pre-service early childhood teachers’ hold positive beliefs on inclusive education. The results of MANOVA analysis revealed that there is a positive relationship between pre-service teachers’ beliefs on inclusion and their participation a course on inclusive education. Moreover, the multiple regression analysis indicated pre-service teachers’ openness, conscientiousness, and agreeableness personality traits have a predictive impact on their beliefs on inclusive education.M.S. - Master of Scienc
Okul öncesi öğretmen adaylarının bireysel yenilikçilik düzeyleri ve öğretim amaçlı bilgisayar kullanımına yönelik algılanan özelliklerin araştırılması.
No full textBased on Rogers‟ (2003) Diffusion of Innovations theory, this study aims to investigate preservice early childhood teachers‟ innovativeness level and perceived attributes of computer use in early childhood education. Moreover, the differences between adopter categories regarding the perceived attributes of computer use and communication channel preferences were examined within the scope of this study. For these purposes, this study was designed as a quantitative research and data were gathered by three scales, namely Turkish version of Perceived Attributes of Computer Use (PACU), Individual Innovativeness Scale (IIS), and General Information scale (GIS). A total of 436 questionnaires were collected from the preservice early childhood teachers studying at the universities in Ankara, Turkey. The gathered data were analyzed by using both descriptive statistical techniques and inferential statistical techniques. The findings of the study showed that preservice early childhood teachers perceived that instructional computer use (1) provides advantages, (2) is not complex, and (3) can be observed in early childhood settings. Moreover, it was found that more than half of the preservice early childhood teachers were considered low in innovativeness level. Furthermore, in terms of adopter categories, the preservice early childhood teachers were placed in early majority, early adopters, late majority, innovators, and laggard group, respectively. Moreover, the results indicated that the preservice early childhood teachers who were grouped in five adopter categories were significantly different from each other regarding the perceived attributes of computer use. Finally, the results showed that most of the preservice teachers preferred interpersonal communication channels rather than mass media channels.M.S. - Master of Scienc
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