Doğa Anaokulundaki Profesyonellerin Covıd19’a Yönelik Yansıtıcı Pedagojik Rolleri: Bir Eylem Araştırması

Bu proje, Ocak 2021'de İrlanda'daki Covid-19 salgınının üçüncü dalgası sırasında bir doğa anaokulunda işe geri dönen personel ekibine bir destek süreci olarak başlatıldı. Yazar, hem ekip lideri hem de öğretmen arkadaşı olarak ortamda, bu projeyi, dış mekan ortamının kültürünün ülkedeki en kötü zirve sırasında işe dönüşe nasıl rehberlik ettiğini belirlemek için bir ekip oluşturma ve yansıtıcı egzersiz olarak koordine etti. Projenin amacı, uygulama üzerine derinlemesine düşünmek için bir alan yaratmak ve deneyimden ne öğrenilebileceğini düşünmekti. Bu nitel çalışma, pandemi sırasında öğretmenlerin deneyimleri ve işe dönme yansımaları ile ilgili dört açık uçlu sorudan oluşan bir anketin gönüllü olarak tamamlanmasını içeriyordu. Öğretmenlerin deneyimlerini belirlemek için yorumlayıcı bir fenomenolojik analiz benimsenmiş ve destek oturumları sırasında takip eden üye kontrolü, cevaplarına daha fazla derinlik kazandırmıştır. Eylem araştırması, çocuklarla uygulamada çalışan öğretmenlerin yaşanmış deneyimlerini rapor ettiği için açık havada öğrenmeyi ve oyunu teşvik etmek için bir savunucu olarak hizmet etme potansiyeline sahiptir. Yakın zamandaki İrlanda politikası ve finansmanı ilk yıllarda açık havada öğrenmeyi teşvik ederken, eyaletteki çeşitli erken öğrenme ve bakım ortamlarında kaliteli kapsayıcı uygulamanın nasıl uygulanacağına dair pratik rehberlik eksikliği vardır. Bu çalışma, Aistear (Ulusal Müfredat ve Değerlendirme Konseyi [NCCA] 2009) ulusal müfredat çerçevesi altında ortaya çıkan müfredatın açık havada nasıl uygulanabileceğini değerlendirmede yansıtıcı uygulamanın değerini göstermektedir.

Anahtar Kelimeler:

eylem araştırması, doğa anaokulu, yansıtıcı uygulama, covid 19, profesyonel rol

An Action Research Project based on Teacher Reflections on their Pedagogical Practice in a Nature Preschool in the West of Ireland during Covid-19.

This project was initiated as a process of support for the staff team on their return to work in a nature preschool during the third wave of the Covid-19 pandemic in Ireland in January 2021. The author, as the team leader as well as fellow teacher in the setting, coordinated this project as a team-building and reflective exercise to ascertain how the ethos of the outdoor setting guided the return to work during the worst peak in Covid-19 in the country. The aim of the project was to create a space for reflection on practice and to consider what learning one could take from the experience. This qualitative study involved voluntary completion of a questionnaire with four open-ended questions regarding teachers’ experiences and reflections of returning to work during the pandemic. An interpretative phenomenological analysis was adopted to ascertain the experiences of the teachers, and follow-up member checking during support sessions provided more depth to their responses. Action research has the potential to serve as an advocate for promoting outdoor learning and play as it is reporting the lived experiences of teachers working in practice with children. While recent Irish policy and funding promote outdoor learning in the early years, there is a lack of practical guidance of how to implement quality inclusive practice in the variety of early learning and care settings in the state. This study demonstrates the value of reflective practice in considering how the emergent curriculum can be implemented in the outdoors under the national curriculum framework, Aistear (National Council for Curriculum and Assessment [NCCA] 2009).

Keywords:

action reserach, nature preschool, reflective practice, covid 19, professional role,

PDF

___

Braun, V. and Clarke, V. (2021) ‘Thematic analysis’ in Lyons, E. and Coyle, A. (2021) Analysing qualitative data in psychology (3rd ed.), London: Sage.
Bredmar, A-C. (2020) ‘Developing sensitive sense and sensible sensibility in pedagogical work: Professional development through reflection on emotional experiences’, Phenomenology and Practice, 14:1, pp. 57-72.
Bronfenbrenner, U. (1979) The Ecology of Human Development, Cambridge, MA: Harvard University Press.
Cudworth, D., Lumber, R. The importance of Forest School and the pathways to nature connection. Journal of Outdoor and Environmental Education 24, 71–85 (2021). https://doi.org/10.1007/s42322-021-00074-x Department of Education and Skills (2018) A guide to early years education inspection (EYEI), available: https://assets.gov.ie/25240/e9c7597b2a5644e0b605aa434dd8d08f.pdf
Eatough, V. and Smith J.A. (2017) ‘Interpretative phenomenological analysis’, in C. Willig and W. Stainton Rogers (eds) Handbook of Qualitative Psychology. London: Sage.
Frechette, J., Bitzas, V., Aubry, M., Kilpatrick, K. and Lavoie-Tremblay, M. (2020) ‘Capturing lived experience: Methodological considerations for interpretive phenomenological inquiry’, International Journal of Qualitative Methods 19: 1–12. DOI: 10.1177/1609406920907254.
Gadamer, H.G. (2004) Truth and method. New York: Continuum Publishing Group.
Grace, R., Blackmore, R. and Aylward, E. (2018) ‘”One of the kids’: Parent perspectives of the developmental advantages arising from inclusion in mainstream early childhood services’, Australasian Journal of Early Childhood 35 (2) pp 69-78, available: https://doi.org/10.1177/183693911604100203.
Graham, I. (2017) Realising Potential: Equality, diversity and inclusive practice in early years. Dublin: Barnardos.
Grey, T., Corbett, M., Sheerin, J., Heeney, T. and Ring, E. (2019). Universal design guidelines for early learning and care settings, Dublin: Government of Ireland Publications, available: https://aim.gov.ie/universal-design-guidelines-for-elc-settings/
Groenewald, T. (2004) ‘A phenomenological research design illustrated’, International Journal of Qualitative Methods. 3:1, available:https://doi.org/10.1177/160940690400300104.
Heidegger, M. (1929 / 1962) Being and Time. New York: Harper and Row.
Jarman, E. (2015) ‘The communication friendly spaces approach’, available the-cfs-approach-and-targeted-use-of-colour.pdf (elizabethjarman.com) .
Kernan, M. (2007) Play as a context for early learning and development: A research paper, Dublin: NCCA, available: https://www.curriculumonline.ie/getmedia/1d8f2182-fdb8-4d29-9433-93e13ba27b20/ECSEC05_Exec3_Eng.pdf .
Laletas, S., Reupert, A. and Goodyear, M. (2017) ‘”What do we do? This is not our area”. Childcare providers’ experiences when working with families and preschool children living with parental mental illness’, Children and youth services review, 74, 71-79, available: Children and Youth Services Review | Vol 74, Pages 1-142 (March 2017) | ScienceDirect.com by Elsevier.
Lewin, K. (1947) ‘Frontiers in group dynamics: Concept, method and reality in social science:Social equilibria and social change’, Human Relations, vol. 1, 1: pp. 5-41, available: https://journals.sagepub.com/doi/pdf/10.1177/001872674700100103.
Louv, R. (2010) Last child in the woods: Saving our children from nature-deficit disorder, London: Atlantic books.
Maxwell, C., Ramsayer, B., Hanlon, C., McKendrick, J. and Fleming, V. (2020) ‘Examining researchers’ pre-understandings as part of the reflexive journey in hermeneutic research’, International Journal of Qualitative Methods (11) 1-9. DOI: 10.1177/1609406920985718
McGreevy, R. (2021) ‘Outdoor transmission accounts for 0.1% of State’s Covid-19 cases’, Irish Times, available: Outdoor transmission accounts for 0.1% of State’s Covid-19 cases (irishtimes.com) [accessed 08 April 2021].
McManus Holroyd, A.E. (2007) ‘Interpretative hermeneutic phenomenology: Clarifying understanding, Indo-Pacific Journal of Phenomenology, 7:2, 1-12, DOI: 10.1080/20797222.2007.11433946
National Council for Curriculum and Assessment (NCCA) (2009) Aistear: The early childhood curriculum framework, Dublin: NCCA, available: http://www.ncca.biz/Aistear/pdfs/PrinciplesThemes_ENG/PrinciplesThemes_ENG.pdf
National Council for Curriculum and Assessment (2015) Aistear Siolta practice guide. Dublin: NCCA, available: https://www.aistearsiolta.ie/en/ Noddings, N. (2012) ‘The caring relation in teaching’, Oxford Review of Education, 38(6), 771-781, available: DOI: 10.1080/03054985.2012.745047
O’Byrne, A. (2018) ‘Including parents right from the start’, In: Ring, E., Daly, P. and Wall, E. (eds) Autism from the Inside out: Signposts for parents, early childhood, primary, post-primary and special school settings, Oxford: Peter Lang, pp163 - 180
Pascal, C. (2021) ‘An exploration of how the Froebel storytelling approach can support young children through the Covid-19 pandemic’. Birmingham: Centre for Research in Early Childhood, available: Froebel Trust | An exploration of how the Froebel Storytelling…
Ricoeur, P. (2016) Hermeneutics and the humans sciences: Essays on language, action and interpretation, New York: Cambridge University Press.
Rix, J. (2011) ‘What’s your attitude? Inclusion and early years settings’, in Paige-Smith, A. and Craft, A. Developing reflective practice in the early years (2nd ed.) Berkshire: Open University Press.
Rodd, J. (2004) Leadership in Early Childhood, Berkshire: Open University Press.
Sexton, M. (2007) ‘Evaluating teaching as a profession—implications of a research study for the work of the Teaching Council’, Irish Educational Studies, 26:1, 79-105, available: DOI: 10.1080/03323310601125310
Skehill, S. (2021) ‘Leadership in the early learning and care setting’, in Ring, E., O’ Sullivan, L., Ryan, M. and Daly, P. (eds.) Leading inclusion from the inside out: A handbook for parents and early childhood teachers in early learning and care, primary and special school settings, Oxford: Peter Lang.
Smith, J.A. (2004) ‘Reflecting on the development of interpretative phenomenological analysis and its contribution to qualitative research in psychology’ Qualitative research in psychology, 1, 39-54.
Sorin, R. (2005) ‘Changing images of childhood: Reconceptualising early childhood practice’, International Journal of Transitions in Childhood, Vol.1. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.556.6967&rep=rep1&type=pdf
Sundler, A.J., Lindberg, E., Nilsson, C. and Palmér, L. (2019) ‘Qualitative thematic analysis based on descriptive phenomenology’, Nursing Open (6), 733-739, available: DOI:10.1002/nop2.275
Taggart, G. (2011) ‘Don’t we care?: the ethics and emotional labour of early years Professionalism’, Early Years: An International Research Journal. 31:1, 85-89, available: DOI: 10.1080/09575146.2010.536948
Taggart, G. (2016) ‘Compassionate pedagogy: the ethics of care in early childhood Professionalism’, European Early Childhood Education Research Journal, 24:2, 173-185, available: DOI: 10.1080/1350293X.2014.970847
Thomas, G. (2017) How to do your research project: A guide for students, London: Sage Publications.
Young, J., Haas, E. and McGown, E. (2010) Coyote’s Guide to connecting with nature, Washington: Owlink Media Corporation.