Görselleri Düşünmek: Türkiye'deki Okul Öncesi Sınıflardaki Görsellerin İncelenmesi

Year 2023, Volume: 20 Issue: 54, 458 - 472, 31.07.2023

Naciye Öztürk

https://doi.org/10.26466/opusjsr.1264664

Abstract

Çocukların öğrenmesini kolaylaştıran önemli eğitim araçlarından biri olan görseller, çocuklara estetik bir bakış açısı sağlamakta ve sınıf yönetimine katkıda bulunmaktadır. Bu çalışmada, öğretmenlerin görüşlerine göre, okul öncesi sınıfların duvarlardaki görseller incelemiştir. Veriler, bu çalışma için geliştirilen Demografik Bilgi Formu ve Sınıf Görselleri Formu aracılığı ile Ankara'da çalışan 58 okul öncesi öğretmeninden toplanmıştır. Veriler, içerik analizi ile nitel olarak analiz edilmiştir. Bu çalışmada, genel olarak okul öncesi sınıflarda kullanılan görsellerin çocuk ürünlerini, temel kavramları ve sınıf kurallarını kapsadığı bulmuştur. Özellikle özel gereksinimli olan bireyler başta olmak üzere farklılıkları temsil eden görsellerin sınırlı olduğu ve çoğu öğretmenin bu görselleri, belirli gün ve haftalarda kullandıkları görülmüştür. Son olarak, öğretmenlerin büyük bölümü sınıfları için statik ve statik olmayan görselleri kendileri hazırlamaktadır. Okul öncesi öğretmenlerinin bakış açısı ile okul öncesi sınıflardaki görsellere ilişkin bir anlayış sunan bu çalışmanın bulguları, görsellerin küçük çocukların gelişimi ve öğrenmesi için önemine dikkat çekerek, sınıf ortamı ve öğrenme yöntemleri ile ilgili çalışan araştırmacıları ve uygulamacıları yönlendireceği düşünülmektedir.

Keywords

Sınıf Ortamı, Görseller, Farklılıklar

Thinking about Visuals: Investigating Classroom Visuals in Turkish Preschools

Abstract

Visuals, are significant instructional tools that facilitate children's learning, provide an aesthetic perspective, and contribute to classroom management. This study investigated preschool classroom visuals on walls from the perspective of preschool teachers. The data was collected from 58 preschool teachers working in Ankara by using the Demographic Information Form and Classroom Visuals Questionnaire developed for this study. The data were analyzed with content analysis qualitatively. This study has found that generally, the visuals used in preschool classrooms mainly display children's works, basic concepts, and classroom rules. There are limited visuals representing diversity, especially for people with special needs and most of the teachers use visuals related to diversity and people with special needs during special days and weeks. Finally, the majority of static and non-static visuals are created by the teachers for their classrooms. The findings of this study, which provide a snapshot of classroom visuals from the perspective of preschool teachers, yield interventionists and researchers who work on classroom environments and learning methods, emphasizing the importance of visuals in the development, and learning of young children.

Keywords

Classroom Environment, Visuals, Displays, Diversity

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