Preschool Age Children's Views about Primary School.
Preschool Age Children's Views about Primary School.
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学龄前儿童对小学的看法。
DOI：
10.12738/estp.2014.5.2393
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Sezai Koçyiğit
中科院分区：
文献类型：
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作者：
Sezai Koçyiğit
启动小学教育是儿童在幼儿期遇到的最重要的变化之一。此外，特别是在过去的二十年里，作为儿童是积极学习者这一理念的结果，倾听儿童关于他们的学习、生活和经历的想法变得越来越重要。从这个意义上讲，本研究的目的在于根据儿童的思想分析儿童向小学的过渡，并为学前教育提供建议。为此，这项研究是在艾丁市中心的7所独立幼儿园的55名儿童中进行的。参与者是通过系统抽样的方法挑选出来的。这项研究采用了现象学的设计。在数据收集方面，采用了马赛克方法，包括不同的语言和视觉技术，使儿童能够舒适地表达自己。使用NVivo定性分析程序对数据进行描述性分析。根据这项研究的发现，学龄前儿童对小学的描述是：大、拥挤、复杂和遥远。他们把他们的家庭、老师和电视作为信息来源。此外，他们认为小学有很多规则，他们永远不会玩。当从总体上考虑对话时，几乎所有的采访都包含了负面的想法。人们认为，此案例源于缺乏有关小学的正确信息。关键词小学过渡、准备、学前教育、马赛克方法、现象学。开始小学教育是儿童在幼儿期遇到的最重要的变化之一(Fabian&Dunlop，2006)。对于第一次上学的学生来说，学校是一个充满新鲜事物的新社会环境。除了与不同年龄段的其他儿童在一起之外，新的规则和要实现的发展任务也包括在儿童S的生活中，这是这种社会环境的产物(Isikli Erdogan&Simsek，2014)。为了让儿童顺利地开始小学教育，S必须完成必要的发展任务。Senemoglu(1994)列出了儿童在其发展过程中应获得的技能，如自我意识、对自己的文化和其他文化的认识、社交技能、交流技能、感知动力技能、分析思维和解决问题的技能以及创造力和审美技能。在Oktay和Unutkan(2005)中，即将开始小学教育的儿童应该表达自己，意识到他们的责任，不在离开家或家庭时经历悲伤，与老师有良好的沟通，保持自己的清洁，自己穿衣服，自己排队，在课间休息时保护自己，并能够坐在桌子前集中注意力。所有这些因素，如变化的环境、课程、学校文化、教学方法和课堂交流都与过渡到小学对儿童的影响有关(Fabian&Dunlop，2006)。这一信息突出表明，儿童对学校环境的充分自我认识和认识是他们成功过渡到小学所必需的技能。在文献中，这些技能与小学准备情况有关。Guler(2001)定义了准备好的概念，也可以称为学校成熟，即儿童在身体、智力和社交技能方面为满足小学的要求而做好准备。Oktay(1983)将这一概念定义为儿童在没有任何情感强迫的情况下准备轻松而成功地学习。Kcyigit(2009)认为，入学准备是一个可以根据不同年龄进行定义的概念，可以根据儿童的不同年龄进行定义，包括儿童在平衡的基础上在所有发展领域的成熟，以及表现出学习和智力发展的所有必要特征的表现：语言发展、社会情感发展、运动发展和自我照顾技能是入学准备的标准。…
AbstractStarting primary education is one of the most important changes that children encounter in early childhood. Moreover, especially within the last twenty years, as an outcome of the idea that children are active learners, listening to children's ideas about their learning, lives, and experiences has gained importance. In this sense, this study is thought to be significant in terms of its aim to analyze the transition to primary school accordi ng to the thoughts of children and to offer suggestions for preschool education. For this purpose, the study was conducted with 55 children who were attending 7 independent kindergarten schools in Aydin city center. The participants were selected by a systematic sampling method. The study was conducted using a phenomenological design. For the data collection, a mosaic approach includi ng different verbal arid visual techniques that allowed the children to express themselves comfortably was used. The data were analyzed by descriptive analysis using the NVivo Qualitative Analysis program. According to the findings of the study, preschool age chi Idren described primary school as big, crowded, complex, and distant. They referred to their family, teachers, and television as information sources. Further, they thought that there were many rules in primary school and they could never play. When the dialogues were considered in general, nearly all of the interviews included negative thoughts. It is thought that this case stems from the lack of right information about primary school.KeywordsTransition to Primary School, Readiness, Preschool Education, Mosaic Approach, Phenomenology.Starting primary education is one of the most important changes that children encounter in early childhood (Fabian & Dunlop, 2006). For a student attending school for the first time, school is a new social environment full of new things. In addition to being together with other children from different ages, new rules and developmental tasks to be achieved are also included in the child s life as outcomes of this social environment (Isikli Erdogan & Simsek, 2014).For a child to start primary education without any problems, s/he has to achieve the necessary developmental tasks. Senemoglu (1994) lists the skills that a child should gain in his/her development as self-awareness, awareness of his or her own culture and other cultures, social skills, communication skills, perceptional-kinetic skills, analytical thinking and problem solving skills, and creativity and esthetical skills. For Oktay and Unutkan (2005), children who will start primary education should express themselves, be aware of their responsibilities, not experience sadness at leaving home or the family, have good communication with the teacher, have friendships, keep themselves clean, dress on their own, wait in a line on their own, protect themselves during course breaks, and be able to sit at a desk and focus their attention.All the elements such as changing environment, curriculum, school culture, pedagogical approaches, and classroom communication are related to how the transition to primary school affects a child (Fabian & Dunlop, 2006). This information highlights that children's adequate self-awareness and awareness of the school environment are the skills necessary for their successful transition to the primary school. These skills are related with primary school readiness in the literature. Guler (2001) defined the concept of readiness, which can also be called school maturity, as a child being prepared to meet the requirements of primary school in terms of physical, intellectual, and social skills. Oktay (1983) defines the concept as a child's being ready to learn easily and successfully without having any emotional compulsion. For Kocyigit (2009), school readiness is a concept that can change from child to child, can be defined according to different ages, and includes the child's maturation in all developmental areas with a balanced basis, as well as having a performance that shows all the necessary characteristics for learning and intellectual development: language development, socio-emotional development, kinetic development, and self-care skills are criteria for school readiness. …