Zeliha DEMİRCİ ÜNAL, Feyza TANTEKİN ERDEN

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

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.

Anahtar Kelimeler:

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

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,

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