Opinions and suggestions of preschool teachersregarding games and their use in inclusive settings
Articles > Article · 2016
Authors: Pelin PİŞTAV AKMEŞE, Hatice Nilay Kayhan
SDU International Journal of Educational Studies, National Refreed University Journal, National, 2016, vol 3, pp 45-58
Summary
<p>The game is the most appropriate learning method for children in pre-school period. In this</p><p>research, as it is intended to determine the opinions and recommendations of preschool teachers</p><p>working with children aged between 36-60 months about educational games and their use in</p><p>learning environment, structured interview technique of qualitative research approach has been</p><p>used. The data were obtained from written information and interview forms prepared by</p><p>researchers. The participants have indicated that they believe that the games should be used as a</p><p>teaching tool in pre-school education environment and family and environment are the two most</p><p>important factors supporting the game development of a child. The teachers stating that the</p><p>inclusive students are affirmatively influenced by the peers and adults taking them as a role model</p><p>pointed out that they do not have any knowledge about the fields of behavioral management,</p><p>classroom management, and training of language development and social skills for children with</p><p>special needs so as to include these children into game. Even though they wanted to integrate</p><p>inclusive students into game depending on their knowledge requirement, they have stated that they cannot intervene efficiently in classroom and behavior management as they integrate the children</p><p>into game process. Therefore they have indicated that they often restructure the game themselves</p><p>and integrate the inclusive student into his or her friends’ game through the intervention of an</p><p>adult. Consequently, in-service training courses intended for planning, practicing and evaluation</p><p>skills for developing pre-school teachers’ proficiency of game teaching should be arranged and</p><p>workshops on that topics should be implemented.</p><p>Key words: Game, Pre-school education, Pre-school teachers, Inclusion</p>