Pedagojik Açıdan Oyunun Erken Çocukluk Müfredatındaki Önemi ve Oyun Ortamının Çocuğun Gelişim ve Öğrenmesindeki Yeri

Year 2020, , 18 - 34, 30.10.2020

Sevim Karaoğlu

https://doi.org/10.32433/eje.746394

Abstract

Bu çalışmada, oyun, oyun pedagojisi, oyunun ortamı ve öğretmenlerin oyundaki rolleri İngiltere erken çocukluk eğitim müfredatı çerçevesinde ilgili alan yazından bulgularla birlikte tartışılacaktır. Bu noktalara detaylı bir şekilde değinmeden önce erken çocukluk eğitiminde yüksek kalitede tecrübeler nasıl sağlandığı ve İngiltere erken çocukluk eğitim müfredatının çocukların öğrenmeleri ve gelişmelerini sağlamak için hangi dokümanları ele aldığı kısaca incelenecektir. Bunu takiben, ilk olarak, ¨oyun, çocukların gelişimlerine ve öğrenmelerine nasıl katkı sağlar? ¨ konusu tartışılacak ve açıklanacaktır. İkinci olarak, oyun pedagojisinin ve oyun ortamlarının etkili olarak bu dönemde nasıl kullanıldığına dikkat çekilecektir. Son olarak, erken çocukluk dönemindeki çocukların bu dönemde yüksek kaliteli tecrübe kazanmaları için öğretmenlerin oyun pedagojisindeki rolleri ve oyun ortamlarının sağlanmasının etkileri üzerinde durulacaktır. Sonuç olarak, oyun, oyun pedagojisi, oyunun ortamı ve öğretmenlerin oyundaki rollerini inceleyerek erken çocukluk eğitiminin yüksek kalitede tecrübe sağlamanın çocukların gelişimlerinde ve öğrenmelerindeki yerinin önemli olduğu ve uygulamada dikkate değer noktalar olduğu İngiltere erken çocukluk eğitim müfredatında nasıl yer aldığı vurgulanacaktır. Ancak, oyun pedagojisi ile ilgili olarak, farklı ülkelerin erken çocukluk eğitim sistemlerindeki oyunun yerini ele alan derlemeler Türkiye erken çocukluk eğitim literatüründe az sayıda vardır. Bu yüzden, bu çalışma ülkemizde gelişmekte olan erken çocukluk eğitimi literatürüne, İngiltere’de oyun pedagojisinin nasıl uygulandığını, nasıl çalışıldığını eleştirel olarak sunan bir örnek olarak katkı sağlayacaktır. 

Keywords

Oyun, pedagoji, erken çocukluk eğitimi, müfredat

The importance of play in pedagogy in curriculum delivery and play provision for young children’s learning and development

Abstract

In this study, play, play pedagogy, play provision and teachers’ roles in play in early childhood in accordance with England’s Early Years Foundation Stage (EYFS) will be discussed critically and commented with reference to evidence from the literature. Before examining these points in detail, it will be briefly explained what high-quality experience is and what the EYFS document includes about children’s learning and development. Following this, firstly, it will be discussed and explained how play can contribute to children’s development and learning. Secondly, the consideration will take attention on how play pedagogy and play provision might be used effectively. Thirdly, it will be examined role of teachers in play pedagogy and provision in order to provide the children with high quality experience. In conclusion, by examining how play, play pedagogy, play provision and roles of practitioners in the early years should be valued and implemented for children’s learning and development with a high-quality experience in EYFS. However, there is a surprisingly little research about critical review of playful pedagogy from other countries’ early years education system in Turkish related literature. Therefore, this study will contribute to the growing Turkish early childhood education literature about a sample of implementation of early years’ period in English education system especially from the playful pedagogy.

Keywords

Play provision, Pedagogy, Curriculum, Play, Early Childhood

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