Erken Çocukluk Eğitiminde Eğitimsel Planlama Süreçleri: Farklı Eğitim Yaklaşımlarının Karşılaştırmalı Anlatımı

Year 2023, Volume: 19 Issue: 2, 227 - 252, 21.08.2023

Zeliha Demirci Ünal , Feyza Tantekin Erden

https://doi.org/10.17860/mersinefd.1293000

Abstract

Alternatif eğitim yaklaşımlarındaki eğitimsel planlama süreçlerini anlamak, erken çocukluk eğitimini ilerletmek için atılan önemli bir adımdır. Bu nedenle bu çalışmanın amacı, Türkiye’deki alternatif eğitim yaklaşımlarını ve ulusal okul öncesi eğitim programını uygulayan okul öncesi öğretmenleri ve yöneticilerin bakış açılarından eğitimsel planlama süreçlerini incelemektir. Araştırmanın deseni olarak olgubilim çalışması seçilmiş ve veriler yarı yapılandırılmış görüşme formu ile toplanmıştır. Bu araştırmaya Türkiye’de yaygın olan Montessori, Reggio Emilia, Waldorf, HighScope, İlk Yıllar Programı (PYP) ve Orman Okulu yaklaşımlarını uygulayan okullardaki 12 okul öncesi öğretmeni, altı okul yöneticisi ve ulusal okul öncesi eğitim programını kullanan iki okul öncesi öğretmeni ve bir okul yöneticisi olmak üzere toplamda 21 eğitimci dahil edilmiştir. Sonuç olarak, bütün eğitimciler, erken çocukluk eğitiminde eğitimsel planlama yapmanın, hem çocukların gelişimi hem de eğitimin aksamadan ilerleyebilmesi için çok önemli olduğuna değinmişlerdir. Ayrıca alternatif eğitim yaklaşımlarını kullanan katılımcılar, eğitim programını planlama, uygulama ve değerlendirme adımlarında çocukların ilgi ve ihtiyaçları doğrultusunda ilerlediklerinden ve değerlendirmenin planlamayı şekillendirdiğinden bahsetmişlerdir. Fakat ulusal okul öncesi eğitim programını kullanan eğitimcilerin planlamayı daha çok evrak doldurma amacıyla gerçekleştirdikleri ve değerlendirme ile planlama arasında hiçbir ilişkiden söz etmedikleri bulunmuştur. Bu bulgular ışığında, alternatif eğitim yaklaşımlarının etkin eğitimsel planlama sürecinden örnek alınarak, Türkiye’deki resmi okul öncesi eğitim kurumlarına ve paydaşlara önerilerde bulunulmuştur.

Keywords

eğitimsel planlama, alternatif eğitim yaklaşımları, okul öncesi eğitim programı, okul öncesi öğretmeni, okul yöneticisi

Educational Planning Processes in Early Childhood Education: Comparative Explanation of Different Educational Approaches

Abstract

Understanding the educational planning processes of alternative education approaches is an important step taken to advance early childhood education (ECE). Therefore, the aim of this study was to examine the educational planning processes of ECE teachers and administrators in Türkiye who implemented either alternative education approaches or followed the Turkish national ECE program. The research design was a phenomenological approach and data were collected through semi-structured interview. Participants included 12 ECE teachers and six school administrators from schools using Montessori, Reggio Emilia, Waldorf, HighScope, Primary Years Program or Forest School approaches as well as two ECE teachers and one administrator following Turkish national ECE program. A total of 21 educators mentioned educational planning as important for children’s development as well as maintaining uninterrupted education. Additionally, participants using alternative education approaches mentioned following children’s needs and interests when planning, implementing, and assessing instruction, and assessment was important in educational planning. However, educators using the national ECE program stated carrying out educational planning primarily for filling out paperwork and didn’t mention a relationship between assessment and planning. Therefore, suggestions were made to ECE stakeholders in Türkiye and other countries regarding educational planning which is more effectively carried out in alternative education approaches.

Keywords

educational planning, alternative education approaches, early childhood education program, early childhood teacher, school administrator

References

• Aljabreen, H. (2020). Montessori, Waldorf, and Reggio Emilia: A comparative analysis of alternative models of early childhood education. International Journal of Early Childhood, 52, 337-353. https://doi.org/10.1007/s13158-020-00277-1
• Alvestad, M. (2004). Preschool teachers’ understanding of some aspects of educational planning and practice related to the national curricula in Norway. International Journal of Early Years Education, 12(2), 83-97. https://doi.org/10.1080/0966976042000225499
• Aron, L. Y. (2006). An overview of alternative education. U.S. Department of Labor, Employment and Training Administration. Retrieved from https://files.eric.ed.gov/fulltext/ ED500807.pdf
• Ata, N. ve Yılmaz Bolat, E. (2022). Okul öncesi eğitim programındaki aylık eğitim planı ve günlük eğitim akışındaki genel değerlendirme çalışmalarının incelenmesi. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 13(1), 12-27
• Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice. National Association for the Education of Young Children.
• Carnie, F. (2003), Alternative approaches to education – A Guide for parents and teachers. Routledge Falmer.
• Cohen, L, Manion, L., & Morrison, K. (2010). A guide to teaching practice. Routledge.
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
• Davis, A., Griffith, R., & Bauml, M. (2019). How preservice teachers use learner knowledge for planning in-the-moment teaching decisions during guided reading. Journal of Early Childhood Teacher Education, 40(2), 138-158. Dempsey, J. (2017). Turning education inside-out: Confessions of a montessori principal. J. Ross Publishing.
• Douglass, A. L. (2019). Leadership for Quality Early Childhood Education and Care. OECD Education Working Papers, No. 211. OECD Publishing. Retrieved from https://one.oecd.org/document/EDU/WKP(2019)19/En/pdf
• Duke, R. C., & Tenuto, P. L. (2020). Creating communities of support within alternative settings: Perspectives of practicing alternative school administrators. Journal of School Leadership, 30(1), 23-41. https://doi.org/10.1177/1052684619858756
• Düşek, G. ve Dönmez, B. (2012). Türkiye’de yayımlanan okul öncesi eğitim programları. Mesleki Bilimler Dergisi, 1(1), 68-75.
• Easton, F. (1997). Educating the whole child, “head, heart, and hands: Learning from the Waldorf experience. Theory Into Practice, 36(2), 87-94.
• Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children. The Reggio Emilia Approach-advanced reflections. Ablex Publishing Corporation.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. Mc-Graw-Hill.
• Fraser, S. (2012). Authentic childhood. Experiencing reggio emilia in the classroom. Nelson Education.
• Fochi, P. S. (2022). Pedagogical documentation as a strategy for planning and communicating children2s learning and pedagogical day-to-day life. European Early Childhood Education Research Journal, 30(2), 227-328.
• Gelişli, Y. ve Yazıcı, E. (2012). Türkiye’de uygulanan okul öncesi eğitim programlarının tarihsel süreç içerisinde değerlendirilmesi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 29, 85-93.
• Glatthorn, A. A., Jailall, J. M., & Jailall, J. K. (2016). The principal as curriculum leader. Shaping what is taught and tested. Corwin Press.
• Hall, T. J., & Smith, M. A. (2006). Teacher planning, instruction and reflection: What we know about teacher cognitive processes. Quest, 58(4), 424-442. Heikka, J., Hirvonen, R., Kahila, S., Pitkaniemi, H., Yada, T., & Hujala, E. (2022). Links between teachers’ planning, assessment and development time and implementation of curriculum in early childhood education. Early Years (early view). https://doi.org/10.1080/09575146.2022.2059067.
• International Baccalaureate Organization (2018). Learning and teaching. Peterson House.
• Isaacs, B. (2015). Bringing the Montessori approach to your early years practice. Routledge.
• Jackman, H. L. (2012). Early education curriculum: A child connection to the World. Wadsworth Cengage Learning.
• Kallery, M., & Psillos, D. (2002). What happens in the early years science classroom?: The reality of teachers’ curriculum implementation activities. International Journal of Phytoremediation, 21 (1), 49–61. https://doi.org/10.1080/13502930285208951
• Kaya, D. ve Gündüz, M. (2015). Alternatif eğitim ve toplumsal değişim üzerindeki etkisi: Waldorf okulları örneği. Milli Eğitim, 205, 5-25. Kılınç, F. E., Karayel, F., ve Koyuncu, M. (2018). Okul öncesi öğretmenlerinin farklı eğitim yaklaşımlarını bilme durumlarının incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 2(2), 194-212. https://doi.org/10.24130/eccd-jecs.196720182260
• Kilderry, A. D. (2012). Teacher decision making in early childhood education (Doctoral dissertation). Faculty of Education, Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/53196/1/Anna_Kilderry_Thesis.pdf
• Krogh, S. L., & Slentz, K. L. (2008). The early childhood curriculum. Taylor ve Francis e- Library. Retrieved from http://www.ebookstore.tandf.co.uk/
• Lemay, L., Cantin, G., Lemire, J., & Bouchard, C. (2021). Conception and validation of the quality of educators’ observation and planning practices scale (QEOPPS). Early Years, 41(2-3), 144-160. https://doi.org/10.1080/09575146.2018.1462303
• Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
• Maynard, T. (2007). Forest school in Great Britain: An initial exploration. Contemporary Issues in Early Childhood, 884, 320-331. https://doi.org/10.2304/ciec.2007.8.4.320
• Milli Eğitim Bakanlığı [MEB] (2013). Okul öncesi eğitim programı. https://tegm.meb.gov.tr/ dosya/okuloncesi/ooproram.pdf adresinden erişilmiştir.
• Milli Eğitim Bakanlığı. (2014). T.C. Resmi Gazete. (29072, 26 Temmuz 2014). https://www.resmigazete.gov.tr/eskiler/2014/07/20140726-4.htm adrsinden erişilmiştir.
• Moen, K., & Granrusten, P. (2013). Distribution of leadership functions in early childhood centers in Norway following organisational changes. In E. Hujala, M. Waniganayake, & J. Rodd (Eds.), Researching Leadership in Early Childhood Education (pp. 79-96). Tampere University Press.
• Nicol, J. (2010). Bringing the Steiner Waldorf approach to your early years practice. Routledge.
• Parkay F. W., & Hass A. (2000). Curriculum planning: A contemporary approach. Routledge.
• Patton, M. Q. (2015). Qualitative research ve evaluation methods: Integrating theory and practice. Sage Publications.
• Priestley, M., & Philippou, S., (2019) Curriculum is – or should be – at the heart of educational practice. The Curriculum Journal, 30(1), 1-7.
• Ramirez, E., Clemente, M., Recaman, A., Martin-Dominguez, J., & Rodriguez, I. (2017). Planning and doing in professional teaching practice. A study with early childhood education teachers working with ICT (3-6 years). Early Childhood Education Journal, 45, 713-725. https://doi.org/10.1007/s10643-016-0806-x
• Rinaldi, C. (2021). In dialogue with Reggio Emilia. Listening, researching and learning. Routledge.
• Rintakorpi, K., & Reunamo, J. (2017). Pedagogical documentation and its relation to everyday activities in early years. Early Child Development and Care, 187(11), 1611-1622.
• Ryan, S., & Goffin, S. G. (2008). Missing in action: Teaching in early care and education. Early Education and Development, 19(3), 385-395. https://doi.org/10.1080/10409280802068688
• Saygın, D. ve Yalman Polatlar, D. (2021). Okul öncesi eğitim programında bulunan eğitim planlarının öğretmenler tarafından değerlendirilmesi. Journal of Education in Muslim Societies and Communities, 5(5), 71-101. http://dx.doi.org/10.37344/talim.2021.15
• Sliwka, A. (2008). The contribution of alternative education. OECD. Retrieved from https://www.oecd-ilibrary.org/docserver/9789264047983-6-en.pdf?expires=683275650 &id=id&accname=ocid43023559&checksum=6D8A7620A17D25DF7DE997B7E24F7ECE
• Sobel, D. (2014). Learning to walk between the raindrops: The value of nature preschools and forest kindergartens. Children, Youth and Environments. 24(2), 228-238. https://doi.org/10.7721/CHILYOUTENVI.24.2.0228
• Steiner, R. (1997). The essentials of education. Anthroposophic Press.
• Blackwell, S. (2015). Impacts of long term forest school programmes on children resilience, confidence and wellbeing. Retrieved from. https://getchildrenoutdoors.files.wordpress. com/2015/06/impacts-of-long-term-forest-schools-programmes-on-childrens-resilience-confidence-and-wellbeing.pdf
• Strehmel, P. (2016). Leadership in early childhood education – Theoretical and empirical approaches. Journal of Early Childhood Education Research, 5(2,), 344-355.
• Sumitra, A., Nurunnisa, R., & Hunafa Lestari, R. (2020). The role of teachers in planning early childhood learning. Advances in Social Science, Education, and Humanities Research, 538, 90-92. https://doi.org/10.2991/assehr.k.210322.020
• Syomwene, M. (2021). Five core principles for planning and implementing developmentally appropriate curricula for early childhood education: The case of elementary school in Kenya. Art and Education, 1(1). Retrieved from https://www.aurora-pub.com/ AE/article/view/269
• Syomwene, A., Yungungu, A., & Nyandusi, C. (2017). Core principles in curriculum. Utafiti Foundation.
• Tican Başaran, S. ve Ulubey, Ö. (2018). 2013 Okul öncesi eğitim programının değerlendirilmesi. Ankara University Journal of Faculty of Educational Sciences (JFES), 51(2), 1-38. https://doi.org/10.30964/auebfd.417643
• Ünver, G. ve Erdamar, G. (2015). Türkiye’de erken çocukluk dönemi öğretmenlerinin eğitim programı geliştirme sürecine katkıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16(1), 215-234.
• Wiltshire, M. (2018). Understanding the High Scope approach: Early years education in practice. Routledge.
• Wortham, S. C. (2006). Early childhood curriculum: Developmental bases for learning and teaching. Pearson.