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    Evaluation of perceptions of preschool education teacher candidates towards drama
    (2019) Yüksel, Aslı; Akyol, Tuğçe; Şenol, Fatma Betül
    Drama has greatly contributed to gaining required skills for an individual in 21st century. To effectively realise drama applications during preschool period, preschool teachers must have adequate knowledge and skills. Opinions and attitudes of preschool teachers towards drama directly effects application processes. It is important to determine perceptions of teachers who will plan and realise drama applications towards drama. This study was conducted to reveal the perceptions of preschool education teacher candidates towards drama by using metaphors. Phenomenological approach under qualitative research method was adopted in this study. The study group consisted of 138 second grade preschool education teacher candidates participating in drama class in Afyon Kocatepe University Education Faculty, Preschool Education Department during the spring semester of the 2014-2015 academic year. An opinion statement form consisting of 7 open-ended questions was used as a data collection tool. Content analysis was applied to the data of this study and the data were represented with numerical values. The results of this study indicated that preschool education teacher candidates produced different metaphors for drama, stages of drama, roles of teacher and children in drama (n=523), different metaphors for drama and drama stages, and produced “life” (n=42) category metaphors for drama and “leader/guide” (n=63) category metaphors for role of teacher.
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    Öğe
    Identifying early childhood teacher candidates’ music perceptions
    (2018) Şenol, Fatma Betül; Akyol, Tuğçe; Yüksel, Aslı
    Entering individuals from the time they are in their mothers’ wombs, music is a representative art of our emotions and thoughts and a lifelong essential need. At the same time, music can support all developmental domains of children through various musical experiences, and it is used in education efficiently since early childhood. Musical activities should be prepared in a systematic way so that preschoolers fully benefit from music. Within the scope of these such prepared musical activities in preschool, there are practices such as breathing and singing, audio listening, producing, distinguishing, creative movement and dance, rhythm and musical story experiences. Teachers should possess the necessary knowledge and abilities to ensure the efficiency of musical activities in preschool. Thus, the determination of the teachers’ perceptions towards music is of crucial importance, since they will plan and apply these activities in classes. In this sense, the aim of the study is to determine preschool teacher candidates’ perceptions towards music through metaphors. The study was designed using the phenomenological research method which is one of the qualitative research methods. The study sample included 123 second year preschool teacher candidates studying at Afyon Kocatepe University, Education Faculty, Preschool Education Department, during the 2016-2017 academic year, fall term. A form which consisted of eight open-ended questions, was used as a data collection instrument in the study. The data was analyzed using content analysis, and it was represented with numerical values. The study results show that the participant teacher candidates produced different metaphors regarding music, musical activities, the roles of teachers and children in these activities (n=959). Additionally, it was revealed that the knowledge and experiences the participant teacher candidates had acquired during music courses had effects on their metaphors.
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    Öğe
    The Effect of Project Approach-Based Education on Children’s Early Literacy Skills
    ([TR] Muhammed ZİNCİRLİ, 2022) Akyol, Tugce; Şenol, Fatma Betül; Yaşar, Münevver Can
    In this study, it was aimed to determine the effect of project-based education on children's early literacy skills. Experimental design with pretest-posttest control group was used in the research. The study group of the research consisted of a total of 36 children in the experimental (n: 18) and control (n: 18) groups, who attended independent kindergartens affiliated to the Ministry of National Education in the city center of Afyon, which were randomly selected from the population. As a data collection tool in the study, the "General Information Form" developed by the researchers to collect personal information about children and families (gender, number of siblings, duration of pre-school education, parents' ages, educational status, occupation) and to evaluate early literacy skills the “Test of Early Literacy” (TEL) developed by Kargın, Güldenoğlu and Ergül (2015) were used. A project-based education program was applied to the children in the experimental group, 3 days a week for 8 weeks. A statistically significant difference was found between the pre-test and post-test mean scores of the children in the experimental and control groups from all of the TEL and its sub-dimensions, in favor of the scores they got from the posttest. Due to the positive change in the experimental and control groups, the pre-test and post-test score differences of the children in the experimental and control groups were compared. As a result of the comparison, a statistically significant difference was found in favor of the experimental group.