AI Summary & Key Takeaways
AI InsightIt was found that learning centers and the materials/toys in the learning centers are not in sufficient number and variety; children use the most block center and dramatic play center; science and nature, music and book centers are the least used centers; girls prefer the most dramatic play and art center, while boys prefer the most block center.
📌 3 Key Takeaways
Abstract
The aim of this study is to determine the conditions of learning centers in preschool classrooms and to examine teachers' views on learning centers. The research was conducted through case study model of qualitative research methods. Ten prThe aim of this study is to determine the conditions of learning centers in preschool classrooms and to examine teachers' views on learning centers. The research was conducted through case study model of qualitative research methods. Ten preschool classrooms in 7 different kindergartens and 10 preschool teachers working in these preschool classrooms were included in the study group. The data were collected by observation and interview technique. It was found that learning centers and the materials/toys in the learning centers are not in sufficient number and variety; children use the most block center and dramatic play center; science and nature, music and book centers are the least used centers; girls prefer the most dramatic play and art center, while boys prefer the most block center. In addition, teachers who do not find the learning centers in their classroom sufficient indicated that it is because the school has financial incapability and for this reason they bring materials or toys from their home to the classroom or buy themselves or that they sometimes change learning centers or ask for support from the parents. Teachers also indicated that teachers’ role in free play should be the most observer, guide and onlooker respectively and the least participant. In light of these findings, it can be suggested that learning centers should be organized based on children’s needs and interests and flexible and adaptable, new materials should be added to centers every 2-4 weeks, science and nature and math centers should be included, natural environment and recycling materials should be used and gender non-stereotypic toys and materials should be promoted. eschool classrooms in 7 different kindergartens and 10 preschool teachers working in these preschool classrooms were included in the study group. The data were collected by observation and interview technique. It was found that learning centers and the materials/toys in the learning centers are not in sufficient number and variety; children use the most block center and dramatic play center; science and nature, music and book centers are the least used centers; girls prefer the most dramatic play and art center, while boys prefer the most block center. In addition, teachers who do not find the learning centers in their classroom sufficient indicated that it is because the school has financial incapability and for this reason they bring materials or toys from their home to the classroom or buy themselves or that they sometimes change learning centers or ask for support from the parents. Teachers also indicated that teachers’ role in free play should be the most observer, guide and onlooker respectively and the least participant. In light of these findings, it can be suggested that learning centers should be organized based on children’s needs and interests and flexible and adaptable, new materials should be added to centers every 2-4 weeks, science and nature and math centers should be included, natural environment and recycling materials should be used and gender non-stereotypic toys and materials should be promoted.
Özet
Bu çalışmanın amacı, okul öncesi sınıflarındaki öğrenme merkezlerinin durumunu belirlemek veöğretmenlerin öğrenme merkezleri hakkındaki görüşlerini incelemektir. Araştırma, nitel araştırmayöntemlerinden durum çalışması modeline göre gerçekleştirilmiştir. Çalışma grubunda toplam 7 farklıanaokulunda bulunan 10 okul öncesi sınıfı ve bu okul öncesi sınıflarında çalışan 10 okul öncesi öğretmeniyer almıştır. Araştırmada veriler, gözlem ve görüşme tekniğiyle toplanmıştır. Araştırma sonucunda, öğrenmemerkezlerinin ve bu merkezlerdeki materyallerin/oyuncakların yeterli sayıda ve çeşitte olmadığı; çocuklarınen çok blok merkezi ve dramatik oyun merkezini kullandıkları; fen ve doğa, müzik ve kitap merkezinin enaz kullanılan merkezler olduğu; kız çocuklarının en çok dramatik oyun merkezi ve sanat merkezini, erkekçocuklarının ise en çok blok merkezini tercih ettikleri bulunmuştur. Ayrıca, sınıflarındaki öğrenmemerkezlerini yeterli bulmayan öğretmenler bunun nedeni olarak okulun maddi yetersizliğini göstermiş vebunun için kendilerinin sınıfa evden materyal/oyuncak getirdiklerini ya da satın aldıklarını, bazen merkezlerideğiştirdiklerini ya da velilerden destek istediklerini belirtmişlerdir. Bununla birlikte, öğretmenler serbestoyun zamanında öğretmenin alması gereken rol olarak en çok sırasıyla gözlemci, rehber/yönlendirici,izleyici rollerini, en az ise katılımcı rolünü belirtmişlerdir. Bu bulgular ışığında, öğrenme merkezlerininçocukların ihtiyaç ve ilgilerine göre düzenlenmesi ve esnek ve uyarlanabilir olması, merkezlere 2-4 haftadabir yeni materyallerin eklenmesi, fen ve doğa ve matematik merkezlerine yer verilmesi, doğal çevre ve geridönüşüm malzemelerinden yararlanılması ve toplumsal cinsiyet kalıpyargılı olmayan oyuncak vemateryallerin teşvik edilmesi önerilebilir.