Publication: Okul öncesi eğitim kurumlarına devam eden 5-6 yaş çocuklarına beden eğitimi etkinlikleri yoluyla kavram (enerji) öğretimi
Abstract
Okulöncesi dönemde çocuklar, zihin gelişimi yönünden somut işlemler döneminde olduğundan öğrenmek için duyu organlarını fazla kullanmak zorunda kalırlar. Duyu organlarının tümünü kullanabilme fırsatını beden eğitimi etkinliklerinde bulacaklardır. Bu yollarla yeni şeyler keşfetmek, onları araştırmaya ve düşünmeye sevk edecektir. Böylece kendiliğinden öğrenme ortamı da sağlanmış olacaktır. Beden Eğitimi Etkinlikleri her türlü oyunlardan, spor, dans ve rontlardan, yarışmalardan, gezilerden, cimnastik dediğimiz sistemleştirilmiş hareketlerden meydana gelmiştir. Beden eğitiminin tümünü meydana getiren bu faaliyetlerden her birinin ayrı ve değerli bir yeri vardır. Bu tür çalışmalara sistemli bir şekilde yer verildiği takdirde, çocukların sadece hareket gelişimlerine değil, sosyal, duygusal ve zihinsel gelişimlerine de katkılar sağlanmış olacaktır. Bu araştırma; okulöncesi eğitim kurumlarına devam eden 5-6 yaşları arasındaki çocukların Enerji Kavramı gelişimine Beden Eğitimi Etkinlikleri nin etkisini test etmek amacıyla, Enerji Kavramı Testi geliştirilmiş, geçerlik güvenirlik çalışmalarından sonra da beden eğitimi etkinliklerinin yer aldığı bir enerji kavramı geliştirme geliştirilerek, uygulamalar sonucunda bu programın enerji kavramı gelişiminde geleneksel eğitime göre daha etkili olduğu görülmüştür.
As children go through in the concrete operations phase from the viewpoint of mental development during the pre-school period, they are forced to make extensive use of their sensorial organs to learn. Physical training activities offer the children the chance to make complete use of their sensorial organs. The said activites encourage them to discover new things, to research and think. Thus, an education environment shall automatically be created. Physical Training Activities consist of all kinds of games, sports activities, dances and performances, competitions, excursions and systematised movements called as gymnastics. Each and every one of the said activities constituting physical training as a whole is individually important and valuable. The systematic performance of said activities shall contribute not only to the physical development but also to the social, emotional and mental development of children. In this study, the Energy Concept Test was developed in order to test the effect of Physical Training Activities upon the development of Energy Concept in children aged 5-6 years attending pre-school education institutions; an energy concept development program including physical training activities was developed following the validity and reliability studies; and it was finally proven that the said program is more effective than the traditional education for the development of the energy concept.
As children go through in the concrete operations phase from the viewpoint of mental development during the pre-school period, they are forced to make extensive use of their sensorial organs to learn. Physical training activities offer the children the chance to make complete use of their sensorial organs. The said activites encourage them to discover new things, to research and think. Thus, an education environment shall automatically be created. Physical Training Activities consist of all kinds of games, sports activities, dances and performances, competitions, excursions and systematised movements called as gymnastics. Each and every one of the said activities constituting physical training as a whole is individually important and valuable. The systematic performance of said activities shall contribute not only to the physical development but also to the social, emotional and mental development of children. In this study, the Energy Concept Test was developed in order to test the effect of Physical Training Activities upon the development of Energy Concept in children aged 5-6 years attending pre-school education institutions; an energy concept development program including physical training activities was developed following the validity and reliability studies; and it was finally proven that the said program is more effective than the traditional education for the development of the energy concept.