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Dijital Mindfulness Yoluyla Dikkatin Artırılması: Okul Öncesi Ortamlarda Uygulamaya İlişkin Öğretmenlerin Bakış Açıları

Enhancing Attention Through Digital Mindfulness: Teacher Perspectives on Implementation in Preschool Settings

Özge Özel(MEHMET AKİF ERSOY ÜNİVERSİTESİ)0000-0003-4992-483X
Aylin Sop(BURDUR MEHMET AKİF ERSOY ÜNİVERSİTESİ)0000-0003-4962-0326
Özgenur Çolak(BURDUR MEHMET AKİF ERSOY ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ)0009-0000-5751-4262
Sayfa
335–356
Yayın Tarihi
2026-04-24
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular, dijital farkındalık uygulamalarının çocukların dikkat sürelerini ve grup etkinliklerine katılım düzeylerini kısa vadede olumlu etkilediğini göstermektedir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu çalışma, okul öncesi dönemdeki çocukların dikkat becerileri üzerinde dijital farkındalık uygulamasının etkilerini öğretmen görüşlerine dayalı olarak değerlendirmeyi amaçlamaktadır.
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Temel Bulgular & Veri:Araştırma, nitel araştırma yöntemlerinden durum çalışması deseniyle yürütülmüş olup, Millî Eğitim Bakanlığı’na bağlı iki kurumda öğrenim gören 60-72 ay aralığındaki 23 çocuk ve iki okul öncesi öğretmeni ile gerçekleştirilmiştir.
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Sonuç & Katkı:Bulgular, dijital farkındalık uygulamalarının çocukların dikkat sürelerini ve grup etkinliklerine katılım düzeylerini kısa vadede olumlu etkilediğini göstermektedir.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:farkındalık · okul öncesi eğitim · öğretmen

Özet

Bu çalışma, okul öncesi dönemdeki çocukların dikkat becerileri üzerinde dijital farkındalık uygulamasının etkilerini öğretmen görüşlerine dayalı olarak değerlendirmeyi amaçlamaktadır. Araştırma, nitel araştırma yöntemlerinden durum çalışması deseniyle yürütülmüş olup, Millî Eğitim Bakanlığı’na bağlı iki kurumda öğrenim gören 60-72 ay aralığındaki 23 çocuk ve iki okul öncesi öğretmeni ile gerçekleştirilmiştir. Dört hafta boyunca her gün 40 dakikalık farkındalık temelli etkinlikler sınıfa Nowanda adlı dijital uygulama aracılığıyla entegre edilmiştir. Veriler, uygulama öncesinde ve sonrasında öğretmenlerle yapılan yarı yapılandırılmış görüşmeler yoluyla toplanmış ve içerik analizi ile çözümlenmiştir. Bulgular, dijital farkındalık uygulamalarının çocukların dikkat sürelerini ve grup etkinliklerine katılım düzeylerini kısa vadede olumlu etkilediğini göstermektedir. Öğretmenler, dikkat süresi, duygu düzenleme ve motivasyonda artışlar gözlemlemişlerdir. Ancak bireysel farklılıklar, çevresel uyaranlar ve sınıf rutinleri uygulamanın etkilerini sınırlamaktadır. Ayrıca ekran süresinin yönetimi, fiziksel ortamın yetersizliği ve pedagojik donanım eksiklikleri vurgulanmıştır. Özellikle dikkat eksikliği olan çocukların uygulamadan sınırlı fayda sağladığı, etkinlikler düzenli uygulanmadığında etkilerin kalıcı olmadığı ifade edilmiştir. Sonuç olarak, gelişim düzeyine uygun dijital farkındalık uygulamaları dikkat gelişimini destekleyebilir. Okul öncesi eğitimde dijital farkındalık uygulamalarının uzun vadeli etkileri incelemek ve farklı farkındalık teknolojilerini karşılaştırmak için daha fazla araştırma yapılması önerilir.

Abstract

This study investigates the impact of a digital mindfulness application on preschool children's attention skills based on teachers’ experiences. Adopting a qualitative case study design, the research was conducted with two preschool teachers and 23 children aged 60-72 months enrolled in public institutions affiliated with the MoNE. Over four weeks, daily 40-minute mindfulness sessions were implemented using the Nowanda digital application. Data were gathered through semi-structured interviews conducted before and after the intervention and analyzed using content analysis. Findings indicate that technology-supported mindfulness activities positively influenced children’s attention in the short term, particularly in group settings. Teachers observed increased focus, emotional regulation, and motivation; however, the effectiveness varied depending on individual differences, classroom dynamics, and external distractions. While the digital format was engaging and accessible, challenges emerged, including screen time management, spatial limitations, and insufficient pedagogical support. Teachers noted that children with pre-existing attention difficulties benefited less unless activities were applied systematically and consistently. The study concludes that when thoughtfully integrated and developmentally appropriate, digital mindfulness tools can support attention development in early childhood. Effective use requires teacher training and active family engagement. Further research is recommended to examine long-term effects and compare different mindfulness technologies in early learning environments.

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Bu Makaleye Atıf Yap

Özel, Ö., Sop, A., Çolak, Ö. (2026). Dijital Mindfulness Yoluyla Dikkatin Artırılması: Okul Öncesi Ortamlarda Uygulamaya İlişkin Öğretmenlerin Bakış Açıları. Kuramsal Eğitimbilim Dergisi, Cilt: 19 Sayı: 2, 335–356. https://doi.org/10.30831/akukeg.1768760

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