Publication: Karakter eğitimi yaklaşımına dayalı öğretim etkinliklerinin 5-6 yaş çocuklar üzerindeki etkisinin incelenmesi : bir eylem araştırması
Abstract
Bu araştırmada, karakter eğitimi yaklaşımının kuramsal çerçevesinden hareketle, Diyanet İşleri Başkanlığı’nın 4-6 Yaş Öğretim nda (DİB, 2018) yer alan “yardımlaşma” ve “sabır” üst değerleriyle ilgili dinî/ ahlâki kazanımlarla, Millî Eğitim Bakanlığı’nın (MEB, 2013) Okul Öncesi nda yer alan akademik kazanımlar entegre edilerek planlanan bütüncül karakter eğitimi etkinliklerinin 5-6 yaş grubu çocukların gelişim alanlarına nasıl katkı sağladığı incelenmiştir. Bu kapsamda, karakter eğitimi etkinliklerinin planlanması ve uygulanmasında, araştırmacı tarafından geliştirilen 5D aşamalı öğrenme süreci modeli kullanılmıştır. Bu model, çocukların değerleri fark etmelerini (Değeri Fark Et), anlamlandırmalarını (Dinle-Düşün), deneyimlemelerini (Deneyimle), günlük yaşamlarına aktarmalarını (Derinleş) ve aile desteğiyle pekiştirmelerini (Dayanışma) sağlayan beş aşamadan oluşmaktadır. Eylem araştırması deseninde tasarlanan bu çalışma, 2021-2022 eğitim-öğretim yılında Rize ili merkezinde, Diyanet İşleri Başkanlığı’na bağlı bir okul öncesi kurumuna devam eden 5-6 yaş aralığındaki 45 çocuk, sınıf öğretmenleri, çocukların aileleri ve araştırmacının yer aldığı bir çalışma grubuyla gerçekleştirilmiştir. Sekiz döngü olarak planlanan eylem araştırma süreci, iki haftası pilot uygulama olmak üzere toplam on haftada tamamlanmıştır. Eylem planları, haftanın dört günü ve toplam beş ders saati olacak şekilde uygulanmıştır. Araştırmada, veri çeşitliliğini sağlamak amacıyla gözlem, odak grup görüşmeleri, yarı yapılandırılmış görüşmeler, yapılandırılmamış gözlem (ses-kamera kayıtları), araştırmacı günlüğü ve çocuklara etkinlikler sırasında yöneltilen açık uçlu soruların analizi gibi nitel veri toplama yöntemleri kullanılmıştır. Araştırmanın verileri, betimsel ve içerik analiziyle incelenmiştir. Araştırma sonunda; 5D aşamalı öğretim süreci modeliyle uygulanan karakter eğitimi etkinliklerinin, çocuklarının, yardımlaşma, paylaşma ve iş birliği gibi değerlerin içselleştirilmesinde etkili olduğu görülmüştür. Sabır değeriyle ilgili etkinliklerde ise çocukların kavramsal farkındalıklarının arttığı, öfke gibi yoğun duygularını daha iyi yönetmeye başladıkları belirlenmiş; ancak bu değerin davranışa dönüşmesi için daha uzun süreli tekrar ve uygulamaya ihtiyaç duyulduğu tespit edilmiştir. Ailelerin eğitim sürecine aktif katılımının çocukların değerleri davranışa dönüştürmesine olumlu katkı sağladığı tespit edilmiştir.
In this study, based on the theoretical framework of the character education approach, it was examined how holistic character education activities planned by integrating the religious/ moral gains related to the higher values of cooperation and patience in the 4-6 Year-Old Curriculum of the Presidency of Religious Affairs (DİB, 2018) with the academic gains in the Pre-School Program of the Ministry of National Education (MEB, 2013) contribute to the development areas of children in the 5-6 age group. In this context, the 5D progressive learning process model developed by the researcher was used in the planning and implementation of character education activities. This study, designed in the action research design, was conducted in the 2021-2022 academic year in the city center of Rize with a working group consisting of 45 children aged 5-6 who attend a preschool institution affiliated to the Presidency of Religious Affairs, their class teachers, the children's families, and the researcher. The action research process, planned as eight cycles, was completed in a total of ten weeks, two weeks of which were pilot applications. The action plans were implemented four days a week and in a total of five lesson hours. In the study, qualitative data collection methods such as observation, focus group interviews, semi-structured interviews, unstructured observation (audio-camera recordings), researcher's diary and analysis of open-ended questions asked to children during the activities were used in order to ensure data diversity. The data of the study were examined with descriptive and content analysis. At the end of the study; it was revealed that the character education activities implemented with the 5D staged teaching process model were effective in the internalization of values such as cooperation, sharing and cooperation in children. In the activities related to the value of patience, it was determined that children's conceptual awareness increased and they started to better manage their intense emotions such as anger; however, it was determined that longer repetition and practice were needed for this value to turn into behavior. It was determined that the active participation of families in the education process positively contributed to children's transformation of values into behavior.
In this study, based on the theoretical framework of the character education approach, it was examined how holistic character education activities planned by integrating the religious/ moral gains related to the higher values of cooperation and patience in the 4-6 Year-Old Curriculum of the Presidency of Religious Affairs (DİB, 2018) with the academic gains in the Pre-School Program of the Ministry of National Education (MEB, 2013) contribute to the development areas of children in the 5-6 age group. In this context, the 5D progressive learning process model developed by the researcher was used in the planning and implementation of character education activities. This study, designed in the action research design, was conducted in the 2021-2022 academic year in the city center of Rize with a working group consisting of 45 children aged 5-6 who attend a preschool institution affiliated to the Presidency of Religious Affairs, their class teachers, the children's families, and the researcher. The action research process, planned as eight cycles, was completed in a total of ten weeks, two weeks of which were pilot applications. The action plans were implemented four days a week and in a total of five lesson hours. In the study, qualitative data collection methods such as observation, focus group interviews, semi-structured interviews, unstructured observation (audio-camera recordings), researcher's diary and analysis of open-ended questions asked to children during the activities were used in order to ensure data diversity. The data of the study were examined with descriptive and content analysis. At the end of the study; it was revealed that the character education activities implemented with the 5D staged teaching process model were effective in the internalization of values such as cooperation, sharing and cooperation in children. In the activities related to the value of patience, it was determined that children's conceptual awareness increased and they started to better manage their intense emotions such as anger; however, it was determined that longer repetition and practice were needed for this value to turn into behavior. It was determined that the active participation of families in the education process positively contributed to children's transformation of values into behavior.