Elçin YAZICI ARICI, Maria AMPARTZAKİ, Stamatios PAPADAKİS, Michail KALOGİANNAKİS

Öğretmenlerin Erken Çocukluk Eğitiminde Müzik Etkinliklerine İlişkin Algıları: Türkiye'den Örnekler Üzerine Bir Odak

Çocuklar müzikal deneyimlerle meşgul olmadıklarında potansiyelleri tam olarak fark edilmeyebilir. Bu nedenle, okul öncesi öğretmenlerinin öğretme-öğrenme sürecindeki müzikal etkinliklere ilişkin algılarını araştırmak için nitel bir araştırma yaptık. Bireylerin algılarının bize dünyanın sanıldığı gibi değil, yaşanıldığı gibi kanıtlar sunduğunu varsayan fenomenolojik bir yaklaşım kullanıldı. Çalışmaya 28 okul öncesi öğretmeni katıldı ve veriler yarı yapılandırılmış görüşme formu ile toplandı. Elde edilen sonuçlar, (1) müzik etkinliklerinde yeterlik durumu (2) müzik etkinliklerinde kullanılan materyaller (3) müzik etkinlikleri kapsamında yapılan çalışmalar (4) müzik etkinliklerini uygulama durumu (5) müzik etkinliklerinin niteliğini artırma olmak üzere 5 tema ve 25 kategoride gruplandırılmıştır. Katılımcıların büyük çoğunluğu müzik etkinliklerinde kendilerini yetersiz görmekte ve bunun nedenini geçmişte iyi bir eğitim almama durumu ile ilişkilendirmişlerdir. Kullandıkları materyaller arasında daha çok vurmalı çalgılara ve ritim çalışmalarına yer verdiklerini belirtmişlerdir. Etkinlikleri uygularken pek çok katılımcı müzik etkinliklerinin çocuklar için ilgi çekici olduğunu fakat etkinliklerin daha verimli ve nitelikli olmasını sağlamak için daha çok materyal desteğine gereksinim duyduklarını belirtmişlerdir.

Anahtar Kelimeler:

Okul Öncesi, Öğretmen Algıları, Okul Öncesi Müzik Eğitimi

Teachers’ Perceptions of Musical Activities in Early Childhood Education: A focus on examples from Türkiye

When children are not engaged in musical experiences, their full potential may not be realized. To explore this further, we conducted qualitative research to examine how preschool teachers perceive musical activities in teaching and learning. Our approach was phenomenological, which means we believe that individuals' perceptions offer evidence that the world is not as it is thought but as it is experienced. Twenty-eight preschool teachers participated in our study, and we collected data through semi-structured interviews. Our findings can be grouped into five themes and twenty-five categories: (1) proficiency in music activities, (2) materials utilized in music activities, (3) studies within the scope of music activities, (4) the status of music activity application, and (5) enhancing the quality of music activities. Most participants acknowledged feeling inadequate in music activities, which they attributed to their lack of proper education. They reported using percussion instruments and rhythm studies the most. While implementing music activities, many participants found them interesting for children but also expressed a need for more material support to make the activities more efficient and of higher quality overall.

Keywords:

Preschool, Teachers’ Perceptions, Early Childhood Music Education,

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