Which concepts do teachers teach through play? A study based on pre-service teachers’ observation
Yükleniyor...
Dosyalar
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Artvin Çoruh Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Attribution 3.0 United States
Attribution 3.0 United States
Özet
This study particularly focuses on what pre-school education teachers teach through play activities in their class. Therefore, this study is rather crucial to scrutinize the type of concepts teachers utilize to enhance children’s learning in play activities. Convenient sampling was used for the data collection. The research drew its data from 120 play observation reports written by 120 pre-service pre-school education teachers taking “Development of Play in Childhood” course. Content analysis approach described by Berg (2007) was used to analyze the data. The findings show that although Ministry of National Education (MoNE) offers more than 100 concepts, teachers generally choose the same concepts such as colors, geometrical shapes, and simple antonymous concepts. They generally do not prefer to teach alternative concepts like feathery-featherless, sharp-stubby and deep-shallow through play.
Açıklama
Anahtar Kelimeler
Play, Concept teaching, Pre-school education, Curriculum
Kaynak
Studies in Educational Research and Development
WoS Q Değeri
Scopus Q Değeri
Cilt
1
Sayı
1
Künye
Temiz, Z . (2017). Which concepts do teachers teach through play? A study based on pre-service teachers’ observation . Studies in Educational Research and Development , 1 (1) , 30-40 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/31977/357645
