21st Century Skills in Early Childhood

Year 2022, Volume: 42 Issue: 3, 2597 - 2629, 30.12.2022

Nevra Atış Akyol , Neşe Aşkar

https://doi.org/10.17152/gefad.1081472

Cited By: 4

Abstract

Business leaders, experts, organizations, and educators have come together to make classifications about the skills that individuals who can adapt to the world of this century and achieve success should have. These skills, which are expressed as 21st-century skills, need to be developed and supported from early childhood, which includes the most critical years of life. The importance of 21st-century skills that have a place in both government policies and education system of some countries, and the necessity of including them in the education system is a topic that has been emphasized in Turkey in recent years. Therefore, it is extremely important to address 21st century skills in the early childhood. Children's 21st century skills can be supported by some practices and methods that can be sustained in early childhood. Activities such as educational drama, creative drama, educational game, station and brainstorming that aim to understand the active participation, differences and feelings of the child and support technology literacy can be given as examples of these practices. In addition, these skills need to be integrated with all components of the educational environment and assessed through effective formative assessment methods, providing engaging learning opportunities in child-specific contexts.

Keywords

Early childhood, 21st-century skills, Preschool education

Erken Çocukluk Döneminde 21. Yüzyıl Becerileri

Abstract

İş dünyası liderleri, uzmanlar, kuruluşlar ve eğitimciler bir araya gelerek içinde bulunduğumuz yüzyılın dünyasına uyum sağlayabilen ve başarıya ulaşabilen bireylerin sahip olması gereken beceriler konusunda sınıflandırmalar yapmışlardır. 21. yüzyıl becerileri olarak ifade edilen bu becerilerin, yaşamın en kritik yıllarını kapsayan erken çocukluk döneminden itibaren geliştirilmesi ve desteklenmesi gereklidir. Bazı ülkelerin hem devlet politikası hem de eğitim sisteminde yer edinen 21. yüzyıl becerilerinin önemi ve eğitim sistemi içerisinde yer verilmesi gerekliliği son yıllarda Türkiye’de de üzerinde durulan bir konudur. Bu nedenle erken çocukluk döneminde 21. yüzyıl becerilerinin ele alınması son derece önemlidir. Erken çocukluk döneminde sürdürülebilecek birtakım uygulama ve yöntemlerle çocukların 21. yüzyıl becerileri desteklenebilir. Çocuğun aktif katılımını, farklılıkları ve duyguları anlamayı amaçlayan ve teknoloji okuryazarlığını destekleyebilecek eğitici drama, yaratıcı drama, eğitsel oyun, istasyon ve beyin fırtınası gibi etkinlikler bu uygulamalara örnek olarak verilebilir. Ayrıca bu becerilerin eğitim ortamının tüm bileşenleriyle bütünleştirilmesi ve çocuklara özgü bağlamlarda, ilgi çekici öğrenme fırsatlarıyla sunularak etkili biçimlendirici değerlendirme yöntemleriyle değerlendirilmesi gerekmektedir.

Keywords

Erken çocukluk dönemi, 21. yüzyıl becerileri, Okul öncesi eğitim

References

• Akın, U. (2014). Okul müdürlerinin inisiyatif alma düzeyleri ile öz-yeterlikleri arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 20(2), s. 125-149. doi: 10.14527/kuey.2014.006
• Ananiadou, K., & Claro, M. (2009). 21st-century skills and competencies for new millennium learners in OECD Countries. OECD Education Working Papers, No. 41, OECD Publishing, Paris, https://doi.org/10.1787/218525261154.
• Anderson-McNamee, J. K., & Bailey, S. J. (2010). The importance of play in early childhood development. Montana State University Extention, 1-4. Erişim adresi: http://lanefacs.pbworks.com/w/file/fetch/65563699/Importance%20of%20Play.pdf
• Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (Ed.). (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Needham Heights, MA: Allyn & Bacon.
• Alexandria proclamation on information literacy and lifelong learning: Beacons of the information society. (2005). 31 Ocak 2022 tarihinde https://www.ifla.org/publications/beacons-of-the-information-society-the-alexandria-proclamation-on-information-literacy-and-lifelong learning/ adresinden erişildi.
• Barron, B., & Darling-Hammond, L. (2010), Prospects and challenges for inquiry-based approaches to learning. H. Dumont, D. Istance, & F. Benavides (Ed.). In The nature of learning: Using research to ınspire practice (pp. 199-216), OECD Publishing, Paris.
• Beers, S. Z. (2011). 21 st century skills: Preparing students for their future. STEM: Science, technology, engineering, math. Erişim adresi: https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf
• Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first-century skills. P. M. Griffin (Ed.). In Assessment and teaching of 21st-century skills (pp. 17-66). Dordrecht: Springer.
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longmans, Green.
• Bloom, B.S. 1969. “Some theoretical issues relating to educational evaluation”. In Educational evaluation: New roles, new means. The 63rd yearbook of the National Society for the Study of Education, part 2, Edited by: Tyler, R.W. (Vol. 69), 26–50. Chicago, IL: University of Chicago Press.
• Boekaerts, M. (2010). The crucial role of motivation and emotion in classroom learning, H. Dumont, D. Instance, & F. Benavides (Ed.). In The nature of learning: Using research to ınspire practice (pp. 91-108), OECD Publishing, Paris.
• Borthwick, F., Bennett, S., Lee, G. E., & Huber, E. (2007). Applying authentic learning to social science: A learning design for an inter-disciplinary sociology subject. Journal of Learning Design, Designing For Effective Learning, 2(1), 14-24.
• Cansoy, R. (2018). Uluslararası çerçevelere göre 21. yüzyıla ve eğitime kazandırılması. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7(4), 3112-3134.
• Caldarella, P., & Merrell, K. W. (1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviors. School Psychology Review, 26(2), 264-278.
• Chalkiadaki, A. (2018). A systematic literature review of 21st-century skills and competencies in primary education. International Journal of Instruction, 11(3), 1-16. DOI: 10.12973/iji2018.1131a
• Çetin, M. & Çetin, G. (2021). 21. yüzyıl becerileri açısından MEB okul öncesi eğitim programına eleştirel bir bakış. Yaşadıkça Eğitim, 35(1), 235-255.
• De Corte, E. (2010), Historical developments in the understanding of learning. H. Dumont, D. Istance ve F. Benavides (Ed.). In The nature of learning: Using research to ınspire practice (pp. 35-60), OECD Publishing, Paris.
• Dede, C. (2010). Comparing frameworks for 21st-century skills. J. Balance, & R. Brandt (Ed.). In 21st-century skills: Rethinking how students learn (pp. 51-76). Bloomington, IN: Solution Tree Press.
• Dinler, H., Simsar, A. & Yalçın, V. (2021). 3-6 yaş çocukların 21. yüzyıl becerilerinin bazı değişkenler açısından incelenmesi, e-Kafkas Eğitim Araştırmaları Dergisi, 8, 281-303.
• Dumont, H., Istance D., & F. Benavides (2010). Analyzing and designing learning environments for the 21st century. H. Dumont, D. Istance, & F. Benavides (Ed.). In The nature of learning: Using research to ınspire practice (pp. 19-32). OECD Publishing, Paris.
• Fisser, P., & Thijs, A. (2015). Integration of 21st-century skills into the curriculum of primary and secondary education. Society for Information Technology & Teacher Education International Conference. Las Vegas, NV, United States. Erişim adresi http://site. aace. org.
• Gelen, İ. (2017). P21-Program ve öğretimde 21. yüzyıl beceri çerçeveleri (ABD Uygulamaları). Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(2), 15-29.
• Gönen, M., & Arı, M. (1989). Anaokuluna giden dört-beş yaş çocuklarına resimli kitaplarla yapılan eğitimin dil gelişimine etkisinin incelenmesi. Eğitim ve Bilim, 13(72).
• Hobbs, R. (1998). The seven great debates in the media literacy movement. Journal of Communication, 48(1), 16-32.
• Hinton, C., & Fischer, K. W. (2010). Learning from the developmental and biological perspective. H. Dumont, D. Istance, & F. Benavides (Ed.). In The nature of learning: Using research to ınspire practice (pp. 113-130), OECD Publishing, Paris.
• Istance, D. & Dumont, H. (2010), Future directions for learning environments in the 21st century. H. Dumont, D. Istance, & F. Benavides (Ed.). In The nature of learning: Using research to ınspire practice (pp. 317-337), OECD Publishing, Paris.
• Jackson, T., Mackenzie, J., & Hobfoll, S. E. (2000). Communal aspects of self-regulation. M. Boekaerts, P. R. Pintrich, & M. Zeidner (Ed.). In Handbook of self-regulation (pp. 275–300). San Diego, CA: Academic. Jůvová, A., & Chudý, Š. (2015). 21. century skills in university and primary education. E-PEDAGAGİUM, (2), 21-32.
• Kardeş, S. (2020). Okul Öncesi Eğitim Programının 21. yüzyıl becerileri ve STEAM eğitimi bağlamında incelenmesi, Eğitimde Kuram ve Uygulama, 16(2), 109-119.
• Kaya, A. (2019). Eğitim psikolojisi. Ankara: Anı.
• Kluvers, R. V., & Tippett, J. (2010). Mechanisms of accountability in local government: An exploratory study. International Journal of Business and Management, 5(7), 46–53.
• Kylonen, P. C. (2012). Measurement of 21st-century skills within the common core state standards. Paper presented at the Invitational Research Symposium on Technology Enhanced Assessments, May 7-8. Erişim adresi: https://www.ets.org/Media/Research/pdf/session5-kyllonen-paper-tea2012.pdf
• Kozma, R. (2009). Assessing and teaching 21st-century skills assessment call to action. F. Scheuermann, & J. Björnsson (Ed.) In The Transition to Computer-Based Assessment New Approaches to Skills Assessment and Implications for Large-scale Testing (pp. 13–23). Luxembourg: OPOCE.
• Larson, L. C., & Miller, T. N. (2011). 21st-century skills: prepare students for the future. Kappa Delta Pi Record, 47(3), 121–123. doi: 10.1080/00228958. 2011.10516575
• Liberman, R. P. (1982). Assessment of social skills. Schizophrenia Bulletin, 8(1), 62–83. Doi:10.1093/schbul/8.1.62
• Mayer, R. E. (2010), Learning with technology, H. Dumont, D. Instance, & F. Benavides (Ed.) In The nature of learning: Using research to ınspire practice (pp. 179-196). Paris: OECD Publishing.
• Medel-Añonuevo, C., Ohsako, T. & Mauch, W. (2001). Revisiting lifelong learning. Hamburg: UNESCO Institute for Education. Erişim adresi: https://unesdoc.unesco.org/ark:/48223/pf0000127667 OECD. (2018). The future of education and skills: Education 2030 (E2030 Position Paper). Paris, France: OECD Publishing. 29.12.2021 tarihinde https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018). pdf adresinden erişilmiştir.
• Orhan Göksün, D., & Kurt, A. A. (2017). The relationship between pre-service teachers’ use of 21st-century learner skills and 21st-century teacher skills. Education and Science, 42(190), 107–130. doi:10.1088/0031-9112/26/7/015
• P21. (2002). Learning for the 21st century: A Report and Mile Guide for 21st Century Skills. 29.12.2021 tarihinde https://eric.ed.gov/?id=ED480035 adresinden erişilmiştir.
• P21. (2019a). 21st century learning for early childhood: framework. 29.12.2021 Ttarihinde http://static.battelleforkids.org/documents/p21/P21EarlyChildhoodFramework.pdf adresinden erişilmiştir.
• P21. (2019b). Framework for 21st century learning. 29.12.2021 tarihinde http://static.battelleforkids.org /documen%0Ats/p21/P21_Framework_Brief.pdf adresinden erişilmiştir.
• P21. (2019c). Framework for 21st century learning definitions. 29.12.2021 tarihinde http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf adresinden erişilmiştir.
• Pellegrino, J., Chudowsky, N., & Glaser, R. (2004). Knowing what students know: The science and design of educational assessment. Washington, D.C.: National Academy Press.
• Putra, M. D., Wiyanto, W., & Linuwih, S. (2020). The effect of discovery learning on 21st-century skills for elementary school students. Journal of Primary Education, 9(2), 201-208.
• Rotherham, A. J., & Willingham, D. T. (2010). 21st-century skills. American Educator, 17(1), 17-20.
• Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13.
• Schneider, M. & Stern, E. (2010), The cognitive perspective on learning: Ten cornerstone findings, H. Dumont, D. Instance, & F. Benavides (Ed..). In The nature of learning: Using research to ınspire practice (pp. 69-86). Paris: OECD Publishing.
• Sezgin, E. Y. (2018). Okulöncesi dönemde yaşam becerileri. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 5(12), 710–719.
• Talim Terbiye Kurulu Başkanlığı. (2017). Müfredatta yenileme ve değişiklik çalışmalarımız üzerine. 28.12.2021 tarihinde https://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf adresinden erişilmiştir.
• Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. San Francisco, California: John Wiley & Sons.
• Tuğluk, M. N. & Özkan, B. (2019). MEB 2013 Okul Öncesi Eğitim Programının 21. yüzyıl becerileri açısından analizi, Temel Eğitim Dergisi, 1(4), 29-38.
• Uçak S., & Erdem, H. H. (2020). Eğitimde yeni bir yön arayışı bağlamında “21. yüzyıl becerileri ve eğitim felsefesi”. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(1), 76-93.
• Uysal, F., & Elgün, İ. Ö. (2020). The analysis of critical attainments determined during pandemic process in eighth grade curriculum according to 21st Century. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 10(2), 339-358.
• Walser, N. (2008). Teaching 21st-century skills. Harvard Education Letter, 24(5), 1-3.
• Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need and what we can do about it. New York, NY: Basic Books.
• Wiliam, D. (2010), The role of formative assessment in effective learning environments, H. Dumont, D. Instance, & F. Benavides (Ed..), The nature of learning: Using research to ınspire practice içinde (s. 135-155). Paris: OECD Publishing.
• Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st-century competencies: Implications for national curriculum policies. Journal of curriculum studies, 44(3), 299-321.
• Yalçın, S. (2018). 21. yüzyıl becerileri ve bu becerilerin ölçülmesinde kullanılan araçlar ve yaklaşımlar. Ankara University Journal of Faculty of Educational Sciences (JFES), 51(1), 183-201. Doi: 10.30964/auebfd.405860.