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Okul Öncesi Eğitimde Yeni Bir Teknik: Münazara

A New Technique in Preschool Education: Debate

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Abstract (2. Language): 
This qualitative study was aimed to determine the effect of the in-class debate technique on the development of preschool children which is not widely used in preschool education. Thirteen children who are sixty to seventy-two month- old attending to a preschool were first observed for two weeks whether they showed the selected characteristics of development in the National Preschool Education Program. Then, for eight weeks, in-class presentations, trainings and practices were done on the in-class debate technique by the researchers while observations were done. Before and after the practices, semi-structured interviews were also done with the classroom teacher related with supporting the development of children and her perception about the in-class debate technique used in preschool. Since the beginning of the study, parents who were informed and asked for their participation also reported the changes they observed in their children during the in-class debate practices through parent forms prepared by the researchers. For the evaluation of the total twelve-week study, the children were observed for two more weeks and it was found out that in-class debate practices supported the children in the areas of cognitive, socio-emotional and language development. Taking the findings into consideration, suggestions were provided for teachers, researchers and administrators who are working in the undergraduate, graduate and in-service preschool teacher training programs.
Abstract (Original Language): 
Bu nitel araştırmada okul öncesi eğitimde yaygın olarak kullanılmayan sınıf-içi münazara tekniğinin okul öncesi dönem çocuklarının gelişimlerine etkisini incelemek amaçlanmıştır. Ankara Çankaya’da bulunan bir anaokulunda öğrenim gören 60-72 aylık 13 çocuk, öncelikle iki hafta gözlemlenerek Okul Öncesi Eğitim Programı (MEB, 2013)’ndan seçilen gelişim özelliklerini sergileyip sergilemedikleri belirlenmiştir. Daha sonra araştırmacılar tarafından sınıf-içi münazara tekniği üzerine sekiz hafta boyunca tanıtımlar, eğitimler ve uygulamalar gerçekleştirilerek gözlemler yapılmıştır. Süreci izleyen sınıf öğretmeniyle uygulamalar öncesinde ve sonrasında çocukların gelişim alanlarının desteklenmesi ve sınıf-içi münazarayla ilgili algısının belirlenmesi amacıyla yapı-yapılandırılmış görüşmeler yapılmıştır. Bilgilendirilen ve katılımları için önerilerde bulunulan veliler de çocuklarında gözlemledikleri değişiklikleri, araştırmacılar tarafından hazırlanan veli formları aracılığıyla belirtmişlerdir. Değerlendirme amacıyla iki hafta daha gözlemlenen çocukların toplam on iki haftalık süreçte (dört haftalık pilot uygulama hariç), sınıf-içi münazara uygulamaları yoluyla bilişsel, sosyalduygusal ve dil gelişimi alanlarında olumlu yönde değişimlerinin desteklendiği belirlenmiştir. Bulgular ışığında, öğretmenlere, alan araştırmacılarına, lisans, lisansüstü ve hizmet-içi eğitim programları yürüten akademisyenlere öneriler verilmiştir.
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