Author :
Abstract
This study aims to build an example that shows children in early childhood can learn historical Turkish figures taken place in their culture within the framework of socio cultural education. Because the idea of difficulty for children in understanding concepts and facts about past in this period, also reflected in pre-school programs. For this reason objectives about important historical Turkish figures who lived in the past are not included in programs. It is important to demonstrate the lack of that situation in the program. To resolve these deficiency activities were carried out in a kindergarten in the age group of 6 by developing appropriate pre-school activities for 2 weeks related to Architect Sinan who provided important contributions to Turkey with his works. In this study which is carried out with action research pattern of qualitative research methods, 5 activities prepared about Architect Sinan were applied 16 students in the early childhood period. A month after the application children were interviewed by asking questions that were prepared on the subject. Documents, observation records and interview questions obtained from application process were subjected to descriptive analysis and data analysis is carried out. Thus, it was investigated that learning Architect Sinan is possible or not and through which activities learning can occur. At the end of the study, it is determined that when the appropriate activities are prepared children in the early childhood can learn historical Turkish figures who lived in the past and provided socio-cultural contributions to our nation. A month after applying activities, 14 of 16 students remembered the Architect Sinan and his works and appreciated him. In addition, it is seen that these activities activate children’s problem solving skills, aesthetic feelings and persistent imagination. Therefore, it is proposed to include socio cultural activities for early childhood programs, enrichment of samples of events in this regard, training of early childhood educators in this direction, and providing materials such as song, ront, visuals in addition to cartoons, movie productions to the educators of this period.
Keywords
Abstract
This study aims to build an example that shows children in early childhood can learn historical Turkish figures taken place in their culture within the framework of socio cultural education. Because the idea of difficulty for children in understanding concepts and facts about past in this period, also reflected in pre-school programs. For this reason objectives about important historical Turkish figures who lived in the past are not included in programs. It is important to demonstrate the lack of that situation in the program. To resolve these deficiency activities were carried out in a kindergarten in the age group of 6 by developing appropriate pre-school activities for 2 weeks related to Architect Sinan who provided important contributions to Turkey with his works. In this study which is carried out with action research pattern of qualitative research methods, 5 activities prepared about Architect Sinan were applied 16 students in the early childhood period. A month after the application children were interviewed by asking questions that were prepared on the subject. Documents, observation records and interview questions obtained from application process were subjected to descriptive analysis and data analysis is carried out. Thus, it was investigated that learning Architect Sinan is possible or not and through which activities learning can occur. At the end of the study, it is determined that when the appropriate activities are prepared children in the early childhood can learn historical Turkish figures who lived in the past and provided socio-cultural contributions to our nation. A month after applying activities, 14 of 16 students remembered the Architect Sinan and his works and appreciated him. In addition, it is seen that these activities activate children’s problem solving skills, aesthetic feelings and persistent imagination. Therefore, it is proposed to include socio cultural activities for early childhood programs, enrichment of samples of events in this regard, training of early childhood educators in this direction, and providing materials such as song, ront, visuals in addition to cartoons, movie productions to the educators of this period.
Keywords
- Black, S. (2006). Is science education failing students? American School Board Journal. November, 48-50.
- Balcı, A. (2009). Sosyal bilimlerde araştırma. Ankara: Pegem A Yayıncılık
- Bekman, S. (1999). 7 çok geç! Erken çocukluk eğitiminin önemi üzerine düşünceler ve öneriler. İstanbul: Anne Çocuk Eğitim Vakfı (Açev) Yayınları
- Budak, S. (2000). Psikoloji sözlüğü. Ankara: Bilim Sanat Yayınları
- Büyüköztürk, Ş., E. Çakmak, Ö. Akgün, Ş. Karadeniz & F. Demirel (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi
- Cansever, T. (2005). Mimar Sinan. 1. Baskı. İstanbul: Albaraka Türk Yayınları: 24
- Chapin, J. R. & R. G. Messick. (1999). Elementary social studies. a practical guide. 4. Edition. Newyork: Longman
- Coşkun-Keskin, S. (2007). Sosyal bilgiler derslerinde empati becerilerine dayalı öğretim tekniklerinin kullanılması. (Yayınlanmamış Doktora Tezi), Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul
- Daysal-Ersoy, D. (2011). Erken çocukluk döneminde sosyo-kültürel eğitim: ünlü türk büyükleri. (Yayınlanmamış Yüksek Lisans Tezi), Sakarya Üniversitesi. Sosyal Bilimler Enstitüsü, Sakarya
- Demiriz, S., A. Karadağ & İ. Ulutaş. (2003). Okul öncesi eğitim kurumlarında eğitim ortamı ve donanım. Ankara: Anı Yayıncılık
- Farris, P. J. (2001). Elementary&middle school social studies an ınterdisciplinary ınstructional approach. Third Edition. USA: Mc Graw Hill
- Ercan, S. (2010). Fen öğretiminde yaratıcı düşünme tekniklerinden sinektik kullanımına yönelik bir eylem araştırması. (Yayınlanmamış Yüksek Lisans Tezi), Sakarya Üniversitesi. Fen Bilimleri Enstitüsü, Sakarya
- Friedman, S. (2005). Teaching and learning about social studies/ Social studies in action. Young Children, 1-5.
- Gordon, W.J.J. (1961). Synaptic-the Development of Creative Capacity. New York: Harper & Row
- Jackman, H. L. (2001). Early education curriculum: A child’s connection to the world. 2. Edition. USA: Delmar Thomson Learning
- Johnson, J.E, J.F. Christie & T.D. Yawkey. (1998). Play and early childhood development. 2. Edition. Newyork: Longman
- Kroghl, S.L. & K. L. Slentz. (2001). The early childhood curriculum. London: Lawrance Erlbaum Assocrater
- Lannes, D., L. Flavoni & L. De Meis (1998). The concept of science among children of different ages and cultures. Biochemical Education. 26, 199-204.
- MEB. (2003). Okul öncesi eğitim programı (36-72 aylık çocuklar için). Ankara: Okul Öncesi Eğitimi Genel Müdürlüğü.http://ooegm.meb.gov.tr/program/ program%20kitabi.pdf.
- Mindes, G. (2005a). Teaching and learning about social studies/ Social studies in today’s early childhood curricula. Young Children. September, 1-8.
- Mindes, G. (2005b). Teaching and learning about social studies/ Print, multimedia, and online resources for teaching and learning about social studies. Young Children. September, 1-3.
- Nash, J. M. (1997). Fertile minds. Retrieved from http://www.time.com/time/magazine /article/0,9171,985854- 2,00.html
- NCSS. (1988). Social studies for early childhood and elementary school children: preparing for the 21st century. Retrieved from http://www.socialstudies.org/positions/elementary
- Pepler D.J. & H. S. Ross. (1981). The effect of play on convergent and divergent problem solving. Child Development. 52, 1202-1210.
- Poyraz, H. & H. Dere (2003). Okul öncesi eğitimin ilke ve yöntemleri. Ankara: Anı Yayıncılık
- Parker, C. W. & J. Jarolimek (1997). Social studies in elementary education. New Jersey: Prentice- Hall, Inc.
- Reiersen, R. (2011). Early childhood development and the benefits of wooden jigsaw puzzles. Kids and Teens. Retrieved from http://ezinearticles.com/6119900
- URL 4: http://www.naeyc.org/files/yc/file/200509/SocialStudiesBooksBTJ905.pdf
- Woolfolk, A.E. (1998). Educational psychology. 7. Edition. USA: Allyn and Bacon
- Woods, M. (2005). Introduction to early childhood studies. early childhood studies A holistic ıntroduction. Ed: J. Taylor and M. Woods. Second Edition. P: (viii- 1). UK: Hodder Arnold
- Yavuzer, H. (2002). Doğum öncesinden ergenlik sonuna çocuk psikolojisi. 22. Basım. İstanbul: Remzi Kitabevi
- Yıldırım, A. & H. Şimşek (2006). Sosyal bilimlerde nitel araştırma yöntemleri. 5. Basım. Ankara: Seçkin Yayıncılık
- Yiğit, Ö. & T. Sezer (2009). Okul öncesi dönemde sosyal bilgiler eğitimi. Çoluk Çocuk. 87, 10-13.