Early literacy materials and teacher practices in preschool classrooms

In this qualitative study, the aim was to examine early literacy materials used by teachers in preschool classrooms as well as teachers’ practices that were related to early literacy instruction. The participants of this qualitative study were 52 preschool teachers working in 22 public schools in the city of Uşak, Turkey. The Early Literacy Material Control Form was used to examine materials in the classrooms and one-toone interviews were made with a semi-structured interview form to understand the practices of teachers. Results indicated that the preschool classes were lacking a sufficient amount and type of early literacy materials as well as activities chosen to stimulate early literacy skills development among children. There were shortcomings in effective literacy environment, book variety and the inclusion of diverse and interesting visuals in classroom. It was determined that teachers generally do mathematical activities and asked children to engage in drawing lines for their early literacy skills development. The most used method in the implementation of activities was the use of books and/or worksheets. Based on these findings, alternative ways to support early literacy skills and carrying out training programs which place more emphasis on early literacy materials and classroom practices are recommended.

Okul öncesi sınıflarındaki erken okuryazarlık materyalleri ve öğretmen uygulamaları

Bu nitel araştırmada amaç, okul öncesi sınıflarda öğretmenler tarafından kullanılan erken okuryazarlık materyallerini ve öğretmenlerin erken okuryazarlık öğretimiyle ilgili uygulamalarını incelemektir. Bu nitel araştırmanın katılımcıları, Türkiye'nin Uşak ilindeki 22 devlet okulunda görev yapan 52 okul öncesi öğretmenidir. Sınıflardaki materyalleri incelemek için Erken Okuryazarlık Materyal Kontrol Formu kullanılmış ve öğretmenlerin uygulamalarını anlamak için yarı yapılandırılmış görüşme formu ile birebir görüşmeler yapılmıştır. Bu çalışmanın sonuçlarında, okul öncesi sınıflarında yeterli miktarda ve türde erken okuryazarlık materyallerinin bulundurulmadığı ve bu becerilerinin gelişimi için seçilen etkinliklerin yeterli olmadığı ortaya çıkmıştır. Etkili bir okuryazarlık ortamının varlığı, kitap çeşitliliği ve sınıf içerisinde farklı ve ilginç görsellerin yer alması gibi konularda eksiklikler olduğu belirlenmiştir. Öğretmenlerin genellikle matematik etkinlikleri yaptıkları ve çocukların erken okuryazarlık becerilerini geliştirmelk için çizgi çalışmaları yaptıkları belirlenmiştir. Etkinliklerin uygulanmasında en çok kullanılan yöntem kitapların ve / veya çalışma sayfalarının kullanılmasıdır. Bu bulgulara dayanarak, erken okuryazarlık becerilerini desteklemek için alternatif yollar ve erken okuryazarlık materyallerine ve sınıf uygulamalarına daha fazla vurgu yapan eğitim programlarının yürütülmesi önerilmektedir.

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