Mine GÖL-GÜVEN

Oyun Temelli Deneyimlerin Sınıf Ortamı, Öğrencilerin Davranışları, Okul Algıları ve Çatışma Dönüştürme Becerilerine Etkisi

Araştırmada erken çocukluk gelişim özelliklerine uygun bir ortamın ‘İşbirliği ve Katılımcılığı Destekleyici Oyun ve Etkinlik Programı (İKDOP)’ aracılığıyla sağlanmasının etkililiği incelenmiştir. Çalışmanın örneklemini İstanbul iline bağlı 14 devlet okulunun 1. sınıfları ve bu sınıfların öğrencileri oluşturmaktadır. İKDOP, 2012-2013 eğitim-öğretim yılının ikinci yarısında toplam 10 hafta, haftada 2 tam gün uygulanmıştır. Araştırmada kontrol grupsuz yarı deneysel yöntem deseni kullanılmıştır. İKDOP’un sınıf ortamı, öğrenci davranışları, öğrencilerin okul algısı ve çatışma dönüştürme becerileri üzerindeki etkisi ön ve son test verileri karşılaştırılarak araştırılmıştır. İKDOP’un sınıf ortamı üzerinde istatistiksel anlamda bir fark yaratmadığı fakat olumlu öğrenci davranışlarının artması, olumsuz öğrenci davranışlarının azalmasına katkıda bulunduğu bulgular arasındadır. Bu çalışmayla, çocukların okulda işbirliği ve katılımcılığı destekleyen oyun temelli deneyimler yaşamasının olumlu çıktılarının ileriki çalışmalara kaynak olması umulmaktadır.

Anahtar Kelimeler:

oyun, sınıf ortamı, öğrenci davranışları, okul algısı, çatışma dönüştürme becerileri, birinci sınıflar

The Effects of Play-Based Experiences on Classroom Atmosphere, Students’ Behaviors, Students’ School Perceptions, and Conflict Resolution Skills

The aim of the study is to investigate the effectiveness of a program titled ‘Collaborative and Participatory Play-based Experiences’ on classroom atmosphere, students’ behaviors, students’ school perceptions, and conflict resolution skills. The program was developed to provide an environment that is based on early childhood developmental characteristics. The classrooms and the students of 14 public schools in Istanbul were made up the sample. The program was implemented in the second half of the academic year of 2012-2013 for two full days for 10 weeks. Pre and post test data was collected by using quasi-experimental without the control group method. No statistically significant effect on the classroom atmosphere could be found. However, the program made some improvements with regard to increasing positive students’ behaviors and decreasing negative students’ behaviors. It is hoped that the positive outcomes of this study could shed light on the future studies that are aimed to provide play-based experiences for children improving collaboration and participation at schools.

Keywords:

play, classroom atmosphere, student behaviors, school perception, conflict resolution skills, first grades,

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