Author :
Abstract
Bu çalışmanın amacı 0-6 yaş okul öncesi eğitim ve destek programlarını araştırmaktır. Araştırma betimsel bir çalışmadır ve ülkemizde çok fazla üzerinde durulamamış erken çocukluk programları hakkında bilgilerin derlenmesini sağlamaktadır. Çalışma alanı farklı ülkelerde sıklıkla kullanılan Reggio Emilia, Montessori, Waldorf okul yaklaşımı ve Head Start programlarını kapsamaktadır. Bebekler henüz doğmadan önce beyin hücreleri oluşur. Yeni doğan bir bebeğin beyni yetişkin bir insanın beyninin%25 i kadardır. Doğumdan itibaren uygun çevre koşulları sağlanırsa, nöronlar arası bağlantı (synapses) oluşur ve çocuk bu sayede hızlıca öğrenmeye başlar. Yapılan araştırmalar bir bebeğin üç yaşına geldiğinde beyninin fiziksel büyümesinin %90’ını tamamladığını göstermektedir. Ayrıca çocukluk döneminin yaşandığı çevre koşullarının beyin işlevlerini olumlu yada olumsuz etkilediği, yeterince oyun oynamayan ve çok az dokunulan çocuklarda beyin gelişiminin %20 ila 30 oranında az olduğu gözlemiştir. Bu çalışmada sunulan programların ise, zihinsel kapasiteyi artırdığı ve zihinsel ve öğrenme özellikleri zayıf olan çocukların kendi kendine yetebilme becerilerini geliştirerek sosyal ortama katılımını artırdığı gözlenmiştir.
Keywords
Abstract
This study aim is to searched special education and support program for early childhood from birth to six years old. This reseach is a descriptive study which is to ensure that the complication of information on programs for rinsing early childhood too much in our country. Research area covered which is used in different country Reggio Emilia, Montessori, Waldorf Head Start approaches. Babies brain cells are formed before birth yet. The brain of a newborn baby is so good that 25% of the adult human brain. From birth, if appropriate environmental conditions are met, the connection between neurons (synapses) occurs and the child begins to learn so quickly. The research shows that; comes to a baby three years 90% of complete physical growth of the brain. Also childhood environment in which the brain functions as positive or negative effects experienced enough to play and have observed that very little touched in the brain development of children 20 to 30% percent less. The programs presented in this study, it increases the mental capacity and mental and learning capabilities of children with poor social environment to increase the participation of developing self-help skills that have been observed.
Keywords
- Armstrong T. (2012)The Best Schools: How Human Development Research Should Inform Educational Practice. ASCD. p. 53. Retrieved. ISBN 978-1-4166-0457-0
- Barnett W. S., Hustedt, J.T.(2005) Head Start’s asting Benefits Infants & Young Children Vol. 18, No. 1, pp. 16–24.
- Connor N. (2012). "China Starts to Question Strict Schooling Methods". ―In recent years, China has seen a major expansion of alternative teaching establishments such as those that operate under the educational principles of Austrian philosopher Rudolf Steiner. Agence France Press - AFP. Retrieved 1 May 2013.
- Çakıroğlu Wilbrandt, E. (2008). kul Öncesi Dönem Montessori Yöntemi le Kaynaştırma Uygulamaları. Ankara: Poyraz fset. Deming, D. (2009). "Early Childhood Intervention and Life-Cycle Skill Development: Evidence from Head Start". American Economic Journal: Applied Economics 1 (3): 111.
- Dohrmann K.R., Nishida T.K., Gartner A., Lipsky D.K,. Grimm K.J. (2007). "High school outcomes for students previously in a public Montessori program", Journal of Research in Childhood Education 22/2, pp. 205-217.
- Edwards, C.,Gandini L., & Forman, G. (Eds.) (2012). "The Hundred Languages of Children". Reggio Emilia, Italy: Reggio Emilia.
- Edwards, C.P., & T.S. Kutaka. (2015). ―Diverse Perspectives of Parents, Diverse Concepts of Parent Involvement and Participation: What Can They Suggest to Researchers?‖ In Foundational Aspects of Family-School Partnerships, eds. S.M. Sheridan & E.M. Kim, Vol. 1 of Research on Family-School Partnerships: An Interdisciplinary Examination of State of the Science and Critical Needs. New York: Springer.
- Forman, G. (1996). Fosnot, CT (Ed), ed. Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press. pp. 172–181. ISBN 978-0807734889.
- FRCIA (2013) "Friends of Reggio Children International Association". Retrieved 9.
- Gandini L. (1993). "Fundamentals of the Reggio Emilia Approach to Early Childhood Education". Young Children 49 (1): 4–8.
- Gidseg, E. (2008) "Waldorf education". In Moncrieff Cochran and Rebecca S. New (eds.), Early Childhood Education An International Encyclopedia, v. 4. Praeger ISBN 0–313– 34143–5. pp. 833-835
- Grazzini, C. (1988). "The Four Planes of Development: A Constructive Rhythm of Life". Montessori Today 1 (1): 7–8.
- Gresham, F. M. (2002). Response to treat- ment. In Bradley, R., Danielson, L., & Hallahan, D., Identification of learning disabilities: Research to practice. Washington, DC: USED.
- Hertzog, N.B. (2001) Reflections and Impressions from Reggio Emilia: ―It’ s ot About Art!‖, Early Childhood Research & Practice (Vol. 3 Num. 1), available at http://ecrp.uiuc.edu/v3n1/hertzog.html.
- Hewitt, V. (2001). "Examining the Reggio Emilia Approach to Early Childhood Education". Early Childhood Education Journal 29 (2): 95-10.
- Katz L. (1993). Edwards, C., Gandini, L., Forman, G. (Eds), ed. The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex Publishing Corporation. pp. 19–37.
- Kayılı G. & Arı R (2011). Examination of the Effects of the Montessori Method on Preschool Children’s Readiness to Primary Education. Educational Sciences: Theory Practice, 11(4):2091-2109.
- Kayılı, G. & Kuşcu, Ö. (2012). Examination of Social Competence and School Adjustment of Primary School Children Who Had Pre-School Education with The Montessori Method. Journal of Teaching and Education, 1(2), 399-405.
- Kayılı, G. (2016). The effect of Montessori method on cognitive tempo of kindergarten children. Early Child Development and Care, DOI: 10.1080/03004430.2016.1217849
- Kramer R (1976). Maria Montessori. Chicago: University of Chicago Press. p. 60.
- Mace, F.C. (1994). "The significance and future of functional analysis methodologies". Journal of Applied Behavior Analysis 27 (2): 385–392.
- McWayne, C., Cheung, K., Wright, L., & Hahs-Vaughn, D. (2012). Patterns of school readiness among Head Start children: Meaningful within-group variability during the transition to kindergarten. Journal of Educational Psychology, 104(3), 862-878.
- Montessori, M. (1967). The Absorbent Mind. New York: Delta.
- Montessori, M. (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16.
- Lopata C., Wallace N.V., Finn K.V. (2005). "Comparison of Academic Achievement Between Montessori and
- Paull, J. (2011) Rudolf Steiner and the Oxford Conference: The Birth of Waldorf Education in Britain. European Journal of Educational Studies, 3(1): 53–66. Traditional Education Programs", Journal of Research in Childhood Education 20/1, pp. 5-13
- Payne K. Zajonc A. Hadley M.(1999) A Waldorf Approach to Attention Related Disorders. The Online Waldorf Library Journal. June 1999, Volume 04 #2.
- Rinaldi, C. (2012). ―The Pedagogy of istening: The istening Perspective from Reggio Emilia.‖ In The Hundred Languages of Children: The Reggio Emilia Approach in Transformation, 3rd ed., eds. C.P. Edwards, L. Gandini, & G. Forman, 233–246. Santa Barbara, CA: Praeger.
- Stevens, M. L. (2003)"The Normalisation of Homeschooling in the USA", Evaluation & Research in Education Volume 17, Issue 2–3, pp. 90–100
- Soncini, I. (2012). ―The Inclusive Community.‖ In The Hundred Languages of Children: The Reggio Emilia Approach in Transformation, 3rd ed., eds. C.P. Edwards, L. Gandini, & G. Forman, 187–212. Santa Barbara, CA: Praeger.
- Tarr, P. (2001). "Aesthetic Codes in Early Childhood Classrooms: What Art Educators Can Learn from Reggio Emilia". Art Education, Vol. 54, No. 3.
- Temel, .F., (2005), ― kul Öncesi Eğitimde Yeni Yaklaşımlar‖, , S.62.
- Temel, Z.F., Dere, H., (1999), Gazi Üniversitesi Anaokulu Anasınıfı Öğretmeni El kitabı, Ya-Pa Yayınları, stanbul.
- Vasagard, J.(2012) "A different class: the expansion of Steiner schools", Guardian.
- Wien C. A., Guyevskey, V., Berdoussis, N. (2011). "Learning to Document in Reggio-inspired Education". Early Childhood Research and Practice 13 (2).
- Yıldırım Doğru S. S. (2015) Efficacy of Montessori Education in Attention Gathering Skill of Children. Educational Research and Review. 10(6) 733-738. GENİŞ ÖZET Çocuğun yeteneklerinin ortaya çıkarılması, ihtiyaçlarının karşılanması, temel
- ilgili çeşitli araştırmacılar çok sayıda faktör sıralasa da, ktay (1999), fiziksel faktörlerin,
