Özel eğitim anaokuluna devam eden çocukların annelerinin gerçekleştirdikleri erken okuryazarlık çalışmalarının belirlenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
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Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı özel eğitim anaokuluna devam eden özel gereksinimli çocukların annelerinin erken okuryazarlık konusunda evde yaptıkları çalışmaların belirlenmesidir. Araştırma amaçlarını gerçekleştirmek için nitel araştırma yöntemlerinden fenomenoloji deseni seçilmiştir. Araştırmanın çalışma grubunu Düzce özel eğitim anaokuluna devam eden çocukların (toplam 130 çocuk) 19 tanesinin anneleri oluşturmaktadır. Çalışmaya sadece katılım için gönüllü olan anneler dahil edilmiştir. Çalışmanın amacı doğrultusunda annelerle yarı yapılandırılmış görüşme yapılmıştır. Görüşmeler her bir anne ile bireysel olarak okul yöneticisinin odasında yapılmıştır. Araştırmadan elde edilen veriler; annelerin görüşlerine göre çocukların erken okuryazarlık döneminde ilgi duyduğu konu ve alanlara ilişkin bulgular, erken okuryazarlık sürecinde anneler tarafından çocukların dil ve iletişim becerilerinin desteklenmesine yönelik gerçekleştirilen faaliyetlere ilişkin bulgular, erken okuryazarlık sürecinde anneler tarafından çocukların okuma ve yazma becerilerine hazırlık amacıyla gerçekleştirilen faaliyetlere ilişkin bulgular, çocukların okuma ve yazma becerilerini desteklemek için kullanılan materyallerin tür ve özelliklerine ilişkin bulgular, anneler tarafından çocuklara okuma ve yazmayı sevdirmek ve teşvik etmek için yapılan müdahalelere ilişkin bulgular, erken okuryazarlık becerilerinin desteklenmesi sürecinde annelerin karşılaştıkları sorunlar ve müdahalelere ilişkin bulgular olmak üzere 6 alt kategoriye ayrılmış ve raporlaştırılmıştır.
The aim of this study is to determine the home-based early literacy practices conducted by mothers of children with special needs attending a special education preschool. To achieve the research objectives, the phenomenological design, one of the qualitative research methods, was adopted. The study group consisted of the mothers of 19 out of 130 children enrolled in the Düzce special education preschool. Only mothers who volunteered to participate were included in the study. In line with the purpose of the study, semi-structured interviews were conducted with the mothers. The interviews were held individually with each mother in the office of the school administrator. The data obtained from the study were categorized into six sub-themes and reported as follows: findings related to children's areas of interest during the early literacy period based on mothers' perspectives; findings on activities carried out by mothers to support children's language and communication skills during the early literacy process; findings on activities conducted by mothers to prepare children for reading and writing skills during the early literacy period; findings on the types and characteristics of materials used to support children's reading and writing skills; findings on interventions implemented by mothers to encourage and instill a love of reading and writing in children; and findings on the challenges faced by mothers and the interventions applied during the process of supporting early literacy skills.
The aim of this study is to determine the home-based early literacy practices conducted by mothers of children with special needs attending a special education preschool. To achieve the research objectives, the phenomenological design, one of the qualitative research methods, was adopted. The study group consisted of the mothers of 19 out of 130 children enrolled in the Düzce special education preschool. Only mothers who volunteered to participate were included in the study. In line with the purpose of the study, semi-structured interviews were conducted with the mothers. The interviews were held individually with each mother in the office of the school administrator. The data obtained from the study were categorized into six sub-themes and reported as follows: findings related to children's areas of interest during the early literacy period based on mothers' perspectives; findings on activities carried out by mothers to support children's language and communication skills during the early literacy process; findings on activities conducted by mothers to prepare children for reading and writing skills during the early literacy period; findings on the types and characteristics of materials used to support children's reading and writing skills; findings on interventions implemented by mothers to encourage and instill a love of reading and writing in children; and findings on the challenges faced by mothers and the interventions applied during the process of supporting early literacy skills.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
