Author :
Abstract
Çocuk ve oyun yaşamın vazgeçilmez bir bütünüdür. Oyun yapısı gereği çocuğu eğlendirir ve keyifli zamanlar geçirmesini sağlar. Oyun, çocuğu eğlendirirken aynı zamanda fiziksel, psikolojik ve sosyal yönden de gelişmesini sağlar. Oyun sayesinde çocuk çevresi ile etkileşim halindedir. Bu etkileşim çocuk da iletişim becerilerini, işbirliğini ve kültürel aktarımları sağlar. Kültürel aktarımları sağlamada en önemli oyunlar geleneksel çocuk oyunlarıdır. Çünkü bu oyunlar yapısı gereği bünyesinden geçmişin izlerini taşır. Geleneksel oyunlar sayesinde kültürel öğeler nesillerden nesillere aktarılır ve kuşaklar arası paylaşımın önün açar. Aynı zamanda geleneksel çocuk oyunları sınıf ortamında uygulandığı zaman çocukların akademik başarıları da birçok yönden olumlu etkilenmektedir. Bu araştırma sınıf öğretmenlerinin geleneksel çocuk oyunlarına ilişkin görüşlerini belirlemek amacıyla yapılmıştır. Sınıf Öğretmenlerinin Geleneksel Çocuk Oyunlarına ilişkin görüşlerinin incelenmesini hedefleyen bu araştırma tarama modelinde olup betimsel bir nitelik arz etmektedir. Araştırmanın çalışma grubunu 2017-2018 eğitim öğretim yılında Elazığ ilinde görev yapan 150 sınıf öğretmeni oluşturmaktadır. Araştırma sonucunda elde edilen verileri çözümlenmesinde “aritmetik ortalama”. “yüzde” ve “frekans” kullanılmıştır. Öğretmen görüşlerinin, demografik verilere dayalı değişkenlerden etkilenme derecesi de bağımsız gruplar t testi ve anova ile test edilmiştir. Yapılan araştırma sonucuna göre öğretmenler geleneksel çocuk oyunlarının büyük ve küçük kas gelişimine olumlu katkı sağladığını ve çocuğun sosyalleşmesini sağladığını ifade etmişlerdir. Araştırmaya katılan öğretmenler geleneksel çocuk oyunları ile birlikte kullanılan tekerleme, kısa hikâye ve şarkıların dil ve zekâ gelişimine olumlu katkı sağladığını belirtmişlerdir. Ayrıca araştırmaya katılan öğretmenler sanal oyunların çocukları hapsettiği günümüz dünyasında geleneksel çocuk oyunlarına ihtiyaç duyulduğunu ifade etmişlerdir.
Keywords
Abstract
Children and games are an irreplaceable whole of life. Games, by their nature, entertain children and enable them to have a pleasant time. Games also enable children to develop physically, psychologically and socially while entertaining them. Through games, children interact with their environment. This interaction facilitates communication skills, cooperation and cultural transfer in children. The most important games in cultural transfer are traditional children’s games. This is because these games, by their nature, carry the traces of the past within. Through traditional games, cultural elements are transferred from generation to generation and they facilitate intergenerational sharing. Additionally, when traditional children’s games are practiced in classroom environments, the academic successes of children are also affected positively in many aspects. This study was conducted with the aim of determining the perceptions of classroom teachers about traditional children’s games. This study, which aimed to investigate the perceptions of classroom teachers about traditional children’s games, constitutes a survey model and is of descriptive quality. The study group in the study consists of 150 classroom teachers, who served in the city of Elazığ during the 2017-2018 education period. In the analysis of the obtained data as a result of the study, “arithmetic means”, “percentage” and “frequency” analyses were used. Independent samples t-test and ANOVA tests were used to determine the degree by which the teachers’ perceptions were influenced depending on the demographic variables. According to the results of the research conducted, the teachers stated that traditional children’s games contributed to the big and small muscle developments positive and enabled children to socialize. The teachers who participated in the study stated that the tongue twisters, short stories and songs used with the traditional children’s games contributed to the language and intelligence development positively. Furthermore, the participating teachers in the study stated that virtual games imprisoned children and traditional children’s games are needed in today’s world.
Keywords
- Akman, B. (2002). Mathematics in Preschool period. Hacettepe University Faculty of Education Journal, 23(23), 244-248.
- Aral, N. (2000). Importance of Games in Children’s Development. Contemporary Education, 25(265), 15-17
- Ateş, M. A. (2016). Investigation of the perception of games in students who study in different departments of the education faculties of universities (Master's thesis, Eastern Mediterranean University (EMU)-Doğu Akdeniz Üniversitesi (DAÜ)).
- Backlund, P., & Hendrix, M. (2013, September). Educational games-are they worth the effort? A literature survey of the effectiveness of serious games. In Games and virtual worlds for serious applications (VSGAMES), 2013 5th international conference on (pp. 1-8). IEEE.
- Bakar, A., Tuzun, H. & Cagiltay, K. (2008). Students’ opinions of educational computer game utilization: A social studies course case. Hacettepe University Journal of Education, 35, 27-37.
- Balcı, A. (2011). Research in social sciences: Method, technique and principles. Pegem A Publishing.
- Başal, H. A. (2007). Children games played by children in Turkey in previous years. Uludağ University Journal of Faculty of Education, 20(2), 243-266.
- Büyükzötürk Ş.. Çakmak. E. K.. Akgün. Ö. E.. Karadeniz. Ş. and Demirel. F. (2009). Scientific Research methods. Ankara: Pegem
- Charles, M. A. G., Abdullah, M. R., Musa, R. M., & Kosni, N. A. (2017). The Effectiveness of Traditional Games intervention program in the Improvement of Form One School-Age Children's Motor Skills Related Performance Components. Journal of Physical Education and Sport, 17, 925-930.
- Christensen, B.L., Johnson, R. B. ve Turner, L.A. (2015). Research methods, design and analysis. (A. Alpay translation.). Ankara: Anı Publishing.
- Çelik, A., & Şahin, M. (2013). Sports and Children’s Development. International Journal of Social Science, 6(1), 467-478.
- Dalaman, O. (2015). Investigation of the attitudes of prospective classroom teachers toward physical education and games teaching courses by various factors. Mehmet Akif Ersoy University Journal of Faculty of Education, 1(36), 59-71.
- Davaslıgil, Ü. (1989). Creativity and Game. Education and Science, 13(71), s. 24-32.
- Erbay, F., and Saltalı, N. D. (2012). The place of games in the daily lives of six-year-old children and the perceptions of their mothers about games. Ahi Evran University Kırşehir Facutly of Education Journal, 13(2), s. 249-264.
- Ersoy. E. (2013). Quantitative Research Methods. S. Baştürk (Ed.). Scientific Research Methods (between p: 339- 374).. Ankara: Vize.
- Erşan, Ş. (2011). An analysis of preschool teachers’ ideas and practices about free play activities on the activity center. Ph.D. Thesis. Gazi University Institution of Educational Sciences, Ankara.
- Esen, M. A. (2008). Educational value of traditional children’s games and Ahıska games facing oblivion. Uludağ University Journal of Faculty of Education, 21(2), 357-367.
- Fırat, H. (2013). The relationship of children’s games-education: a sample of bezirgan başı. Electronic Turkish Studies, 8(13).
- Gürsoy, A., & Arslan, M. (2011). Method of teaching foreigners to Turkish with educational games and activities.
- Gay, M. (2018). Wrıtıng learnıng strategy and readıng poetry based for tradıtıonal games crıtıcal thınkıng process. Isllac: Journal of Intensive Studies on Language, Literature, Art, and Culture, 2(1), 62-70.
- Gelisli, Y., & Yazici, E. (2015). A Study into Traditional Child Games Played In Konya Region In Terms Of Development Fields of Children. Procedia-Social and Behavioral Sciences, 197, 1859-1865.
- Horzum, M. B., Tuncay, A. and Balta, Ö.Ç. (2008). Computer addiction scale for children. Turkish Psychological Consultancy and Guidance Journal. 3(30), 76-88.
- Kaya, D. (2009). Children’s Games in Sivas. International Symposium on Entertainment in Public Culture, Kocaeli.
- Kerkez, F. (2006). An investigation into a play and movement program on physical and motor features in 5–6 aged children stayed orphanages and preschoolers. Ph.D. Thesis, Karadeniz Technical University Institute of Social Sciences, Trabzon.
- Ministry of Culture and Tourism. (2019). accessed from http://aregem.kulturturizm.gov.tr/TR-12733/cocuk- oyunlari.html/.
- Ormanlıoğlu, U. M. (2013). Why game?. The Importance of Game in Children’s Development and Recognizing Children. İstanbul: İdeal Kültür Publishing.
- Pehlivan, H. (2015). Games and Learning. Anı Publishing: Ankara.
- Sanga, D. N. (2018). Factors Affectıng the Partıcıpatıon of Chıldren in Tradıtıonal Games in Tanzanıa. Utafiti Journal, 12(1 & 2).
- Smirnova, E.O., (2011). “Character toys as psychological tools”, International Journal Of Early Years Education, Vol.19, No.1, Pp.35-45.
- Pehlivan, H. (1997). The effect of teaching through case study and play on learning level in social science cours. Hacettepe Institute of Social Sciences, Ph.D. Thesis, Ankara.
- Trajkovik, V., Malinovski, T., Vasileva-Stojanovska, T., & Vasileva, M. (2018). Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes. PloS one, 13(8), e0202172.
- Toksoy, A. C. (2010). Children’s Games that have a quality of competition. Online Thematic Turkology Journal, 2(1), 205-220.
- Tortop, Y. ve Ocak, Y. (2010).Investigation of the attitudes of classroom teachers toward educational game practices. Journal of Sports and Performance Research, Samsun, 1 (1), 14-22
- Yavuz, C. (2019). The Relationships among Attitude towards Sports Loneliness and Happiness in Adolescents. Universal Journal of Educational Research, 7(3), 790–796.
