FARKLI YAKLAŞIMLARI UYGULAYAN OKUL ÖNCESİ ÖĞRETMENLERİNİN ÇOCUKLARDA DÜŞÜNME BECERİLERİNİ GELİŞTIRMEK İÇİN KULLANDIKLARI STRATEJİLERIN İNCELENMESİ
Keywords (Original Language):
|Author Name||University of Author||Faculty of Author|
Akbulut, T. (1999). İlköğretim okullarında görevli öğretmenlerin derslerdeki soru sorma
etkinliklerinin bazı değişkenler açısından incelenmesi. Yayınlanmamış Yüksek Lisans
Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
Al-Rabiah, N. Y. (2008). The challenges and promises of applying intentioanl child observation
strategies: A multiple case study of six kindergarten teachers in Saudi Arabia. Yayınlanmamış
Doktora Tezi, The Pennsylvania State University, Curriculum and Instruction.
Bay, N. (2011). Okul öncesi öğretmenlerine verilen soru sorma becerisi öğretiminin etkisinin
incelenmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
Benson, C. L. (2009). Influence of pedagogical documentation on children’s use of metacognition.
Yayınlanmamış Doktora Tezi, South Dakota State University/Consumer and
Beyer, B. K. (1987). Practical strategies for the teaching of thinking. Boston: Allyn ve Bacon.
Blatchford, I., ve Mani, L. (2008). Would you like to tidy up now? An analysis of adult questioning
in the English foundation stage. Early Years, 28(1), 5–22.
Broadhead, P. (2006). Developing an understanding of young children’s learning through
play: the place of observation, interaction and reflection. British Educational Research
Journal, 32(2), 191-207.
Brualdi, A. C. (1998). Classroom questions. Practical Assessment, Research ve Evaluation, 6(6).
Chappella, K., Crafta, A., Burnardc, P. ve Creminb, T. (2008). Question-posing and question-
responding: The heart of ‘possibility thinking’ in the early years. Early Years, 28(3),
Chouinard, M. M. (2007). Children’s questions: A mechanism for cognitive development.
Monographs of the Society for Research in Child Development, 72(1), 1-126.
Church, E. B. (1999). Think! How your child learns to problem-solve. Scholastic Parent ve
Child, 6(4), Poole, C. (1998). Problem-solving in action. Scholastic Early Childhood Today,
12 (8), 13-16.
Dağlıoğlu, H. E. ve Çakır, F. (2007). Erken çocukluk döneminde düşünme becerilerinden
planlama ve derin düşünmenin geliştirilmesi. Eğitim ve Bilim, 32(144).
De Rivera, C., Girolametto, L., Greenberg, J., ve Weitzman, E. (2005). Children’s responses
to educators’ questions in day care play groups. American Journal of Speech-Language
Pathology, 14, 14–26.
DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R. ve Sales, C. (2002). Developing constructivist
early childhood curriculum: Practical principles and activities. New York: Teacher
Dodge, D. T., Colker, L. J., ve Heroman C. (2002). The creative curriculum for preschool.
Washington DC: Teaching Strategies.
Durden, T., ve Dangel, J. R. (2008). Teacher-involved conversations with young children
during small group activity. Early Years, 28 (3), 251-266.
Duster, S. (1997). Classroom questioning how teacher use it to promote creativity and higher
level thinking. Yayınlanmamış Yüksek Lisans Tezi, The Faculty of Pacific Lutheran
Farklı Yaklaşımları Uygulayan Okul Öncesı Öğretmenlerinin ... 491
May 2014 Vol:22 No:2 Kastamonu Education Journal
Edwards, C., Gandini, L., ve Forman, G. (Eds.). (1993). The hundred languages of children:
The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
Ekiz, D. (2003). Eğitimde araştırma yöntem ve metotlarına giriş. Ankara: Anı Yayıncılık.
Fisher, R. (1990). Teaching children to think. Oxford: Blackwell.
Fraser, S., ve Gestwicki, C. (2001). Authentic childhood: Experiencing Reggio Emilia in the
classroom. Albany NY: Delmar.
Garon, N. ve Moore, C. (2007). Awareness and symbol use improves future-oriented decision-
making in preschoolers. Developmental Neuropsychology, 31(1), 39-59.
Guyevskey, V. (2006). Interpreting the Reggio Emilia approach: Documentation and emergent
curriculum in preschool setting. Yayınlanmamış Yüksek Lisans Tezi, York University
Graduate Programme in Education.
Hestenes, L., Cassidy, D. & Niemeyer, J. (2004). A Microanalysis of Teachers’ Verbalizations
in Inclusive Classrooms. Early Education and Development, 15(1), 23-38.
Hohmann, M., ve Weikart, D. P. (2002). Educating young children: Active learning practices
for preschool and child care (2nd edition). Ypsilanti, MI: High/Scope Press.
Johnston,J., Halocha, J. ve Chater, M. (2007). Developing teaching skills in the primary school.
Basingstoke: Open University Press.
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology
Research and Development, 48(4), 63–85.
Kang, J. (2007). How many languages can reggio children speak? Gifted Child Today, 30(3).
King, D. (2005). Inquiry dialogue in the kindergarten: A teacher action research study. Yayınlanmamış
Doktora Tezi, Capella University.
Kinney, L., ve Wharton, P. (2008). An encounter with Reggio Emilia: Children’s early learning
made visible. London: Routledge.
Klein, E., Hammrich, P., Bloom, S., ve Ragins, A. (2000). Language development and science
inquiry: a child- initiated and teacher-facilitated program. Early Childhood Research and
Kostelnik, M.J., Soderman, A.K., ve Whiren, A.P. (2004). Developmentally appropriate curriculum:
best practices in early childhood education. Upper Saddle River, NJ: Merrill.
Lee, C. B., Koh, N. K., Cai, X. L. ve Quek, C. L. (2012). Children’s use of meta-cogntition in
solving everyday problems: Children’s monetary decision-making. Australian Journal of
Education, 56(1), 22-39.
Lee, Y. (2010). Blended teacher supports for promoting open-ended questioning in pre-k
science activities. Yayınlanmamış Doktora Tezi. University of Virginia, The Faculty of
the Curry School of Education.
Leng, Y. L. ve Hoo, C. T. (1997). Explaining the thinking, learning styles, and cognition constructs.
The Mathematics Educator, 2(1), 113-127.
Massey, S.L., Pence, K.L., Justice, L.M., ve Bowles, R.P. (2008). Educators’ use of cognitively
challenging questions in economically disadvantaged preschool classroom contexts.
Early Educatıon and Development, 19(2), 340–360.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San
Francisco: Jossey Bass.
492 Sema BÜYÜKTAŞKAPU SOYDAN, Hatice Merve DERELİ...
Mayıs 2014 Cilt:22 No:2 Kastamonu Eğitim Dergisi
Mulcahey, C. (2009). Providing rich art activities for young children. Young Children, 64(4).
Nicoll, B. (1996). Developing minds: Critical thinking in K-3. California Kindergarten Conference.
San Francisco, CA.
Öztürk, Samur, A. ve Soydan S. (2012). Okul öncesi öğretmenlerinin Türkçe etkinliklerinde
soru sorma stratejilerinin incelenmesi. 3. Uluslararası Okul Öncesi Eğitim Kongresi.
Patton, Q. M. (2002). Qualitative research and evaluation methods. Sage Publications, Inc.
Piccolo, D. L., ve Test, J.(2010). Preschoolers’ thinking during block play. Teaching Children
Mathematics, 17(5), 310-316.
Riddall-Leech, S. (2005). How to observe children. Oxford: Heinemann Educational Press.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. London:
Rivera, M. (2009). Latinos and problem solving. The Hispanic Outlook in Higher Education,
Salmon, A. K. (2008). Promoting a culture of thinking in the young child. Early Childhood
Education Journal, 35, 457-461.
Salmon, A. K. (2010). Tools to enhance young children’s thinking. Young Children, 65(5),
Salmon, A. K. ve Lucas, T. (2011). Exploring young children’s conceptions about thinking.
Journal of Research in Childhood Education, 25(4), 364-375.
Storey, S. (2004). Teacher questioning to ımprove early childhood reasoning. Yayınlanmamış
Doktora Tezi, Arizona University Department of Teaching and Teacher Education.
Sultana, O. ve Klecker, B. (1999). Evaluation of first year teachers lesson objectives by
Bloom’s taxonomy. Annual Meeting of the Mid-South Educational Research Association.
Point Clear, AL.
Thornton, L. ve Brunton, P. (2009). Understanding the Reggio Approach: Early years education
in practice, (2nd edition.). London: David Fulton.
Tsung-Hui, T., ve Wei-Ying, W. (2008). Preschool teacher-child verbal interactions in science
teaching. Electronic Journal of Science Education, 12(2).
Van Kleeck, A., Vander Woude, J., ve Hammett, L. (2006). Fostering literal and inferential
language skills in Head Start preschoolers with language impairment using scripted booksharing
discussion. American Journal of Speech-Language Pathology, 15, 85–96.
Wallace, B., Cave, D. ve Berry, A. (2009). Teaching problem-solving and thinking skills through
science: Exciting cross-curricular challenges for foundation phase, key stage one,
key stage two. London: David Fulton.
Walsh, B. ve Blewitt, P. (2006). The effect of questioning style during storybook reading
on novel vocabulary acquisition of preschoolers. Early Childhood Education Journal,
Warner, L., ve Sower, J. (2005). Educating young children. Boston: Pearson/ Allyn ve Bacon.
Yıldırım, A. ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (5. Baskı).
Ankara: Seçkin Yayıncılık.