Okul Öncesi Egitim Siniflarinda Okula Uyum Süreciyle Baslayan ve Ilerleyen Bir Süreç: Sinif Yönetimi
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Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sahin ORUÇ
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalismada, sinif yönetimi konusu okula uyum baglaminda ele alinmistir. Sinif yönetimi kavraminin çok sayida unsurdan olusan karmasik bir yapiya sahiptir. Okul öncesi egitim siniflarinda da diger egitim kademelerinde oldugu gibi sinif yönetimi ile okula uyum süreci es zamanli olarak baslar ve ilerler. Ancak okul öncesi egitimdeki birtakim farkliliklar (isleyis, çocuklarin gelisim düzeyleri ve bu dogrultuda ilgi, istek ve ihtiyaçlarinin farklilasmasi, ailelerin sürece aktif bir sekilde dahil edilmeleri gibi) sinif yönetiminde de farkliliklar meydana getirebilmistir. Okul öncesi egitimin kendine has özellikleri, çalisma kosullari gibi durumlar, sinif yönetimi ve okula uyum baglamlarinda birtakim farkliliklar olusturabilmektedir. Ancak sinif yönetimi sürecinin farkinda olup, çocuklari tanidiklari ve bu konuda çocuklarla is birligi yapmaya hazir olundugunda da üstesinden rahatlikla gelinebilecek bir süreçtir. Sinif yönetimi birçok farkli unsurun yani sira özellikle okulun ilk haftalarinda okul öncesi ögretmeninin farkindaligi ile sekillenebilecek bir kavramdir. Bu nedenle ögretmen, kendine, çocuklara, ailelere, grup dinamigine, ortama, programa yönelik yüksek düzeyde farkindaliga sahip olmalidir. Okula uyum ve sinif yönetimi okulun ilk günleriyle birlikte es zamanli gelisen ve birbirini etkileyen iki süreçtir. Kurallar, rutinler, iletisim ve etkinlikler, okula uyum ve sinif yönetiminin ortak noktalarindan bazilarini olusturmaktadir. Bununla birlikte egitim ögretim baslamadan önce ögrenme ortamlarinin hazirlanmasi gereklidir. Serbest oyunlarin çocuklari tanimak için önemli bir araç oldugu unutulmamalidir. Çocuklari tanimanin yani sira aileleri de tanimak gerek okula uyum gerekse sinif yönetimi açisindan gereklidir.
The subject of classroom management was discussed in the context of school adjustment in this study. The concept of classroom management has a complex structure consisting of various elements. As in other education levels, the classroom management and school adjustment process begins and progresses simultaneously in preschool education classes. However, some differences in preschool education (such as functioning, children's development levels and the differentiation of their interests, wishes and needs accordingly, and the active involvement of families in the process) can also create differences in classroom. The unique characteristics of preschool education and subjects such as working conditions may create differences in the context of classroom management and school adjustment. On the other hand it is a process that can be easily overcome if one is aware of the classroom management process, knows the children, and is ready to cooperate with the children on this issue. As well as many different elements, classroom management is a concept that can be shaped by the awareness of the preschool teacher, especially in the first weeks of school. For this reason, teachers must have a high level of awareness of themselves, the children, families, group dynamics, environment, and program. School adjustment and classroom management are two processes that develop simultaneously and affect each other with the first days of school. Rules, routines, communication and activities are some of the common points of school adjustment and classroom management. However, it is necessary to prepare learning environments before education begins. It should be considered that free play is an important tool for getting to know children. In addition to knowing the children, getting to know the families is also necessary in terms of school adjustment and classroom management.
The subject of classroom management was discussed in the context of school adjustment in this study. The concept of classroom management has a complex structure consisting of various elements. As in other education levels, the classroom management and school adjustment process begins and progresses simultaneously in preschool education classes. However, some differences in preschool education (such as functioning, children's development levels and the differentiation of their interests, wishes and needs accordingly, and the active involvement of families in the process) can also create differences in classroom. The unique characteristics of preschool education and subjects such as working conditions may create differences in the context of classroom management and school adjustment. On the other hand it is a process that can be easily overcome if one is aware of the classroom management process, knows the children, and is ready to cooperate with the children on this issue. As well as many different elements, classroom management is a concept that can be shaped by the awareness of the preschool teacher, especially in the first weeks of school. For this reason, teachers must have a high level of awareness of themselves, the children, families, group dynamics, environment, and program. School adjustment and classroom management are two processes that develop simultaneously and affect each other with the first days of school. Rules, routines, communication and activities are some of the common points of school adjustment and classroom management. However, it is necessary to prepare learning environments before education begins. It should be considered that free play is an important tool for getting to know children. In addition to knowing the children, getting to know the families is also necessary in terms of school adjustment and classroom management.
Açıklama
Anahtar Kelimeler
sinif yönetimi, okula uyum, okul öncesi egitim, küçük çocuklar
Kaynak
International Journal of Social Science Research
WoS Q Değeri
Scopus Q Değeri
Cilt
13
Sayı
1
