Çocuk Bakımı ve Gençlik Hizmetleri Bölümü
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Öğe A different approach to evaluation in early childhood curriculum: Learning stories(MDPI, 2022) Cengiz, Gülüzar Şule Tepetaş; Altındağ, AhmetMany tools are used in child assessment during early childhood to support the development of children and plan the educational process. Originating in New Zealand, learning stories is a technique of observation that enables the assessment of children during early childhood. A learning story is the documentation by a teacher (or parent) of what a child (or group of children) is observed doing in an early childhood program. The adult must know the child well to properly assess a child's learning. Learning stories are narratives constructed from structured observations designed to provide a collective perspective on a child's learning. Observations obtained using this method are reinterpreted as stories, then analyzed and used as a basis for planning. Teachers collect 'critical events' or moments that seem important to a child. By analyzing a few of them through a narrative, they try to reveal the child's learning path and the pattern of their learning tendencies in the form of stories. The learning stories method, used in many countries across the world in early childhood, is not used in early childhood education in Turkey. In this context, this study was carried out to introduce the method to educators, families and researchers working in the field of early childhood, and to present the important points that should be considered during practice in the preschool period. This study was planned as a case study, which is a qualitative research method. The study group consisted of a teacher working in the preschool period (48-60 months) and a child in the classroom. The study included observations of the preschool teacher and examples of the learning stories created using these observations, followed by the analysis of the interview conducted with the teacher. It can be argued that the learning stories method is an alternative assessment method that can be used to evaluate the curriculum in early childhood education in Turkey, as is the case in many countries.Öğe Investigating preschool teachers’ use of information technologies in terms of special field competences(Sakarya University, 2016) Kılınç, Fatma Elif; Tepetaş Cengiz, Gülüzar ŞuleThe study examined “development of awareness about daily use of information technologies” under “Communication” competence field included in Special Field Competences for Preschool Teachers employed in preschools and nurseries. Study group was composed of 107 preschool teachers working in Bolu province. Data were collected with the help of personal information form developed by the researchers and the question form that includes A1 and A2 level performance indicators related to “development of awareness about daily use of information technologies” in the field of Communication Competence. Percentage frequency distributions and one way variance analysis were used in data analysis. Results showed that technological tool use of participating teachers did not differ based on age or seniority, 81,3% of the teachers used social media and 94,4% utilized information technologies in learning environments. © The Turkish Online Journal of Educational Technology.Öğe An investigation of the relationship between preschool teachers' picture story book reading activities and children's language development(IGI Global, 2018) Cengiz, Gülüzar Şule Tepetaş; Gönen, MübeccelThis chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kirsehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter. © 2018, IGI Global. All rights reserved.Öğe Okul öncesi öğretmenlerinin bilim defterlerine ilişkin görüşlerinin incelenmesi(2016) Uysal, Hatice; Cengiz, Gülüzar Şule Tepetaş; Özgül, Sinem Güçhan; Gençer, Arzu Akar; Akman, BerrinBilim defterleri okul öncesinde bilimsel süreç becerilerini ve öğrenmelerini desteklemek için etkili bir araçtır. Bu amaçla bilim defterleri, okul öncesi dönem çocuklarının sorgulama temelli bilim etkinliklerinde gözlemledikleri olguları, sınıf ortamındaki tartışmaları ve o olguya ilişkin düşüncelerini kendi bakış açılarından özgürce yansıtmalarına olanak veren bir dokümantasyon biçimi olarak tanımlanabilmektedir. Bu çalışmada öğretmenlerin bilim defterlerine ilişkin görüşlerini ortaya çıkararak bilim defterleri hakkında genel yaklaşımlarını belirlemek amaçlanmaktadır. Bu araştırma, okul öncesi öğretmenlerinin bilim defterleri hakkında görüşlerini inceleyen nitel bir çalışmadır. Araştırmanın çalışma grubunu, ülkemizin farklı coğrafi bölgelerinde hizmet veren anaokulları/anasınıflarında görev yapan 57'si kadın, 1 tanesi erkek 58 okul öncesi öğretmeni oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından hazırlanmış olan "Okul Öncesi Öğretmenlerinin Bilim Defterleri ile ilgili Görüşleri" isimli yapılandırılmamış görüşme formu kullanılmıştır. Bu araştırmada, toplanan verilerin analizinde, nitel araştırma yöntemlerinden betimsel analiz tekniği kullanılmıştır. Araştırma sonucunda bilim defterinin ne olduğu hususunda okul öncesi öğretmenlerinin %29,3'ünün çocukların kullanırken meraklarını pekiştiren bir defter, %20,7'si bilgi içerikli defter ve %19'u ise bu konuda bir bilgisi olmadığını belirtmiştir.
