Preschool Children Learn Izmir
Project no. 20300 · Status: Kapanmış · 2019
Summary
Knowing the historical and historical structures that form the social world of the child as an individual in the society and belonging to the lands on which he lives, his questioning can have a positive effect on his personal development. When considered within the scope of citizenship education as well as personal development, it is very important for children to learn their history, places and structures that have historical traces around them, based on the principle of close-up, concrete and abstract at an early age. The purpose of this is to ensure that the citizenship education to be provided from early childhood is raised as conscious citizens. When the education programs of the countries developed within the scope of citizenship education are analyzed, it is expected that the preschool children will get to know the city and country. In addition to this expectation, the necessity of making children familiar with historical issues is also emphasized. Looking at the education programs of developed countries for citizenship education, it is expected to be conscious about the dates of the region where children live from preschool period. Thus, the recognition of the geography and history of the region in which preschool children live is important for the future of the country in order to have bright generations and citizens. Based on this perspective, this study has been carried out to help preschool children learn about the historical processes of the city they live in with the activities appropriate for their educational programs and to help them get to know their living spaces and their meanings. In İzmir province, which has historical buildings and places, it is important for preschool children to learn historical structures in their immediate vicinity through games, drama and stories, both for the personal development of children and for raising effective citizens. In the project supported by the Ege University Scientific Research Coordination Unit, a focus group interview was held with 11 pre-school teachers working in an official independent kindergarten under the Ministry of National Education in Izmir. Later, trips were organized with the children who were educated in the same school, to the historical development of İzmir and where the activities could be held with the children. These trips included drama, storytelling and play activities. When they returned to school after the trip, group evaluations were made with the children. After all the trips were completed, the children were asked to do group work on the places visited. Thus, what they learned about the history of İzmir was tried to be revealed. The data obtained from teachers were collected with the help of a semi-structured interview form. The opinions of preschool children about İzmir history were obtained through pictures and their opinions about the pictures were taken. In addition, trip sequence dialogs were also recorded. Interview and picture data obtained from children were analyzed descriptively. Examples of dialogues from speeches during the trip were also included in the picture analysis. In the analyzes made, it was revealed that the teachers did not organize trips to historical places for the purpose of raising historical consciousness for children, as well as children, they were insufficient in this regard. It is seen that out of class studies are conducted, but these studies are mostly based on geographical basis. From the findings obtained from children, when children depicted the historical structures of Izmir, they depicted the structures physically appropriate, they depicted that İzmir had existed, hosted different people, and what historical structures and structures they had historically existed, supported by discussions that they have survived until today. was concluded.