Öz
This paper investigates the perceptions of social studies teachers’ practices in Qatari preschools and their relationship to child development in the four domains of development: social-emotional, physical, intellectual, and spiritual. In addition, it provides information about the extent to which the perceptions of public preschool social studies teachers’ practices compare to those of their counterparts from international schools in Qatar. A questionnaire consisting of thirty-seven items spread over the four domains of child development was administered to participants who indicated their responses on a 5-degree scale ranging from “always” to “never.” The first domain (social-emotional development) consisted of twelve items; the second domain (physical development) comprised nine items; the third domain (spiritual development) consisted of five items; and the fourth domain (intellectual development) included eleven items. Findings revealed that teachers’ practices in the four domains of the study promote child development. The results also reveal significant differences between the practices of public preschool teachers and international preschool teachers in favor of the second in three domains of the study (social-emotional, physical, and intellectual development). No significant differences were found between the practices of public preschool teachers and the international preschool teachers in the spiritual domain of the study. This study aimed at affording social studies preschool teachers in Qatar the opportunity to reflect on their own teaching practices, which is likely to help them adopt innovative, pedagogical tools that will lead to the improvement of students’ achievement.
Anahtar Kelimeler
School Preschools Social Studies Teachers Social Studies Curriculum
Kaynakça
- Alberta Education. (2005). Social Studies Kindergarten to Grade 12. [Internet- 02-10- 2015]www.education.alberta.ca/media/774373/soc20.pdf.
- Al-Momani, I. A., Ihmeideh, F. M., & Momani, M. (2008). Teachers’ views of theeffectiveness of United Arab Emirates kindergarten curriculum, instructional strategies, and assessment procedures. Journal of Research in Childhood Education 23(2): 239–252.
- Berg, B. L. (2004). Qualitative Research Methods for the Social Sciences (6th ed.). London: Allyn & Bacon.
- Bredekamp, S., & Copple, C. (1997). Developmentally Appropriate Practice in Early Childhood Programs. Rev. ed. Washington, DC: NAEYC.
- Caldarella, P., Christensen, L., Kramer, T. J., & Kronmiller, K. (2009). Promoting social and emotional learning in second grade students: A study of the strong start curriculum. Early Childhood Education Journal 37: 51–56.
- Catsambis, S., & Buttaro, Jr., A. (2012). Revisiting ‘kindergarten as academic boot Camp’: A nationwide study of ability grouping and psycho-social development. Soc Psychol Edu 15: 483– 515.
- Chernokova, T. E. (2009). On the possibilities of metacognitive functions development in children of preschool age from the cultural-historical psychology perspective. Cultural-Historical Psychology 4: 70–75.
- Dewey, J. 1966. Democracy and education. New York: Free Press.
- Elkind, D. (1986). Formal education and early childhood education: An essential difference. Phi Delta Kappan, 71: 631-642.
- Epstein, A. S. (2014). Social studies in preschool? Yes Young Children, 78-83.
- Jennings, J. A., & DiPrete, T. A. (2010). Teacher effects on social and behavior skills in early elementary schools. Sociology of Education, 83 (2): 135-159.
- Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2010). Social-emotional learning in kindergarten classrooms: Evaluation of the Strong Start curriculum. Early hildhood Education Journal, 37: 303–398.
- Lane, J. (2007). Culture, ethnicity, language, faith, and equal respect in early childhood education— Does getting it matter? Education Review, 20 (1): 101-107.
- Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
- Maxim, G. W. (2006). Dynamic social studies for constructivist classrooms: Inspiringtomorrow’s social scientists. Upper Saddle River, NJ: Merrill.
- NEA (National Education Association). (1916). The social studies in secondary education. Report of the Committee on Social Studies, Bulletin 28. Washington, DC: Bureau of Education.
- NCSS (National Council for Social Studies). (1994). Curriculum standards for social studies: Expectations for excellence. Washington, DC: Author.
- NCSS (National Council for Social Studies). (1993). Definition approved. The Social Studies Professional 114 (January/February), 3.
- Piaget, J. (1952). The origins of intelligence in children. London: Routledge and Kegan Paul.
- Ross, E. W. (2012). The social studies curriculum: Purposes, problems, and possibilities. New York: Third Edition, SUNY Press.
- Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.
- Supreme Education Council. (2011). Curriculum standards of social studies. Doha, Qatar.
- Supreme Education Council. (2008). Early years education good practice guide. Doha, Qatar.
- Supreme Education Council. (2003). Education for a new era: A brief outline on reform.Doha, Qatar.
- Whitcomb, S. A., & Merrell, K. W. (2011). Understand the implementation and effectiveness of Strong Start K-2 on social-emotional behavior. Early Childhood Education Journal, 40: 63-71.
- Wylie, C., & Thompson, J. (2003). The long-term contribution of early childhood education to children’s performance – evidence from New Zealand. International Journal of Early Years Education, 11 (1): 69-78.
- Zarrillo, J. J. (2004). Teaching elementary social studies: Principles and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Katar Anaokullarında Görev Yapan Sosyal Bilgiler Öğretmenlerinin Uygulamalarına İlişkin Algılarının İncelenmesi
Öz
Bu çalışma Katar anaokullarında görev yapan sosyal bilgiler öğretmenlerinin uygulamalarına ilişkin algılarını ve bu uygulamaların çocuk gelişiminin 4 gelişim alanı (sosyal-duygusal, fiziksel, zihinsel ve ruhsal) ile ilişkisini incelemektedir. Bu incelmenin, öğretmenlerin öğrenci başarısının artması ile sonuçlanacak yenilikçi ve pedagojik eğitim araçları seçmelerine ve hayata geçirmelerine katkı sağlayabileceği umulmaktadır. Bunların yanı sıra, çalışma, Katar’da bulunan devlet anaokullarının öğretmenleri ile uluslararası anaokullarındaki meslektaşlarının uygulamalara ilişkin algılarının kıyaslanmasına ilişkin de bilgi sağlamaktadır. Yöntem: Katılımcılara çocuk gelişiminin 4 alanına (sosyal-duygusal, fiziksel, zihinsel ve ruhsal) ilişkin sorular içeren 37 soru maddesinden oluşan bir anket uygulanmıştır. Kullanılan anket “Her zaman” ile “Hiçbir zaman” aralığında yer alan 5 dereceli bir ölçme aracıdır. Birinci gelişim alanı (sosyal-duygusal gelişme) 20; ikincisi (fiziksel gelişme) 9; üçüncüsü (ruhsal gelişme) 5 ve dördüncüsü (zihinsel gelişme) ise 11 soru maddesinden oluşmaktadır. Bulgular: Araştırmadan elde edilen sonuçlara göre, öğretmenlerin 4 gelişim alanına ilişkin faaliyetleri öğrenci gelişimini desteklemektedir. Ayrıca sonuçlar devlet ile uluslararası anaokulu öğretmenlerinin uygulamaları arasında üç gelişim alanı açısından (sosyal-duygusal, fiziksel ve zihinsel) uluslararası anaokulları lehine anlamlı farklılık olduğunu ortaya koymuştur. Devlet anaokulu öğretmenlerinin uygulamaları ile uluslararası anaokulu öğretmenlerinin uygulamaları arasında ise ruhsal gelişim alanı açısından anlamlı farklılık yoktur. Sonuçlar: Öğretmenlere uygulanan anketin sonuçlarına göre, uluslararası anaokulları devlet okullarına kıyasla çocuk gelişim alanları açısından birçok avantaja sahiptir. Katar’daki devlete ait anaokullarının en belirgin dezavantajlarının şu üç gelişim alanında olduğu görünmektedir: sosyal-duygusal, fiziksel ve zihinsel. Devlet anaokulları ile uluslararası anaokullarının öğretmenlerinin uygulamalarını kıyaslamak için hala çok erken olsa da, bu çalışma Katar Devleti’nde yüksek kalitede bir erken dönem çocukluk eğitimi oluşturabilmek için daha fazla eğitim ve profesyonel gelişme gerekliliğini ortaya çıkarmıştır.
Anahtar Kelimeler
Okul Anaokulu Sosyal bilgiler öğretmeni Sosyal bilgiler programı
Kaynakça
- Alberta Education. (2005). Social Studies Kindergarten to Grade 12. [Internet- 02-10- 2015]www.education.alberta.ca/media/774373/soc20.pdf.
- Al-Momani, I. A., Ihmeideh, F. M., & Momani, M. (2008). Teachers’ views of theeffectiveness of United Arab Emirates kindergarten curriculum, instructional strategies, and assessment procedures. Journal of Research in Childhood Education 23(2): 239–252.
- Berg, B. L. (2004). Qualitative Research Methods for the Social Sciences (6th ed.). London: Allyn & Bacon.
- Bredekamp, S., & Copple, C. (1997). Developmentally Appropriate Practice in Early Childhood Programs. Rev. ed. Washington, DC: NAEYC.
- Caldarella, P., Christensen, L., Kramer, T. J., & Kronmiller, K. (2009). Promoting social and emotional learning in second grade students: A study of the strong start curriculum. Early Childhood Education Journal 37: 51–56.
- Catsambis, S., & Buttaro, Jr., A. (2012). Revisiting ‘kindergarten as academic boot Camp’: A nationwide study of ability grouping and psycho-social development. Soc Psychol Edu 15: 483– 515.
- Chernokova, T. E. (2009). On the possibilities of metacognitive functions development in children of preschool age from the cultural-historical psychology perspective. Cultural-Historical Psychology 4: 70–75.
- Dewey, J. 1966. Democracy and education. New York: Free Press.
- Elkind, D. (1986). Formal education and early childhood education: An essential difference. Phi Delta Kappan, 71: 631-642.
- Epstein, A. S. (2014). Social studies in preschool? Yes Young Children, 78-83.
- Jennings, J. A., & DiPrete, T. A. (2010). Teacher effects on social and behavior skills in early elementary schools. Sociology of Education, 83 (2): 135-159.
- Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2010). Social-emotional learning in kindergarten classrooms: Evaluation of the Strong Start curriculum. Early hildhood Education Journal, 37: 303–398.
- Lane, J. (2007). Culture, ethnicity, language, faith, and equal respect in early childhood education— Does getting it matter? Education Review, 20 (1): 101-107.
- Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
- Maxim, G. W. (2006). Dynamic social studies for constructivist classrooms: Inspiringtomorrow’s social scientists. Upper Saddle River, NJ: Merrill.
- NEA (National Education Association). (1916). The social studies in secondary education. Report of the Committee on Social Studies, Bulletin 28. Washington, DC: Bureau of Education.
- NCSS (National Council for Social Studies). (1994). Curriculum standards for social studies: Expectations for excellence. Washington, DC: Author.
- NCSS (National Council for Social Studies). (1993). Definition approved. The Social Studies Professional 114 (January/February), 3.
- Piaget, J. (1952). The origins of intelligence in children. London: Routledge and Kegan Paul.
- Ross, E. W. (2012). The social studies curriculum: Purposes, problems, and possibilities. New York: Third Edition, SUNY Press.
- Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.
- Supreme Education Council. (2011). Curriculum standards of social studies. Doha, Qatar.
- Supreme Education Council. (2008). Early years education good practice guide. Doha, Qatar.
- Supreme Education Council. (2003). Education for a new era: A brief outline on reform.Doha, Qatar.
- Whitcomb, S. A., & Merrell, K. W. (2011). Understand the implementation and effectiveness of Strong Start K-2 on social-emotional behavior. Early Childhood Education Journal, 40: 63-71.
- Wylie, C., & Thompson, J. (2003). The long-term contribution of early childhood education to children’s performance – evidence from New Zealand. International Journal of Early Years Education, 11 (1): 69-78.
- Zarrillo, J. J. (2004). Teaching elementary social studies: Principles and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Eğitim Bilimleri ve Alan Eğitimi Bilimleri |
| Yazarlar | |
| Yayımlanma Tarihi | 6 Nisan 2015 |
| Yayımlandığı Sayı | Yıl 2015Cilt: 6 Sayı: 1 |
[email protected] http://www.e-ijer.com Adres: Ege Üniversitesi Eğitim Fakültesi Bornova/İzmir