Research Article
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COVID-19 Sürecinde Okul Öncesi Dönem Çocuklarının Doğaya Karşı Bakış Açılarının İncelenmesi

Year 2022, Volume: 2 Issue: 1, 1 - 16, 31.05.2022
https://doi.org/10.55008/te-ad.1038480

Abstract

Amaç: Bu çalışma, COVID-19 küresel salgını nedeniyle açık alanlara ve doğaya erişimleri azalan okul öncesi dönem çocuklarının doğaya karşı bakış açılarının ortaya konması ve doğa temelli eğitim etkinliklerine katılan çocukların gözlemlerinin aktarılması amacı taşımaktadır. Yöntem ve Araçlar: Bu araştırma bir durum çalışmasıdır. Araştırmada durum çalışmasına ilişkin ayrıntılı veri toplayabilmek için yarı yapılandırılmış görüşme tekniği ve katılımcı gözlem kullanılmıştır. Araştırmada İstanbul ilinde yer alan özel bir anaokuluna devam eden 20 çocukla görüşme yapılmıştır. Görüşme sonrası doğa temelli eğitim etkinliklerine katılan çocuklar, programa alındıklarında 6 hafta katılımcı gözlem tekniği ile gözlemlenmişlerdir. Araştırmada elde edilen veriler, yarı yapılandırılmış görüşme sorularının derlenmesi ile betimsel analiz yöntemi kullanılarak analiz edilmiştir. Sonuçlar: Çocuklar doğayı daha çok hayvanlar ve bitkiler üzerinden tanımlamaya çalışmışlardır. Bazı çocukların yaşadıkları bölgedeki yeşil alanlara erişimlerinin sınırlı olması ve yapılandırılmamış ortamlara erişimlerinin az olması dikkat çekicidir. Doğa ile ilgili sevmediği bir şey konusunda çocukların, hayvanlar kategorisinde biyofobik cevaplar verdikleri görülmüştür. Çocukların dışarı çıkma faaliyetleri ve doğa ile ilişkili faaliyetlerinin farklılaştığı görülmektedir. Gözlemler sonucunda küçük çocukların doğa temelli eğitim deneyimlerinin doğaya karşı bakış açılarını geliştirebileceği söylenebilir.

References

  • Bronfenbrenner, U. (1979). The ecolology of human development. USA: Harvard University Press
  • Shelton, L. G. (2018). The Bronfenbrenner Primer, A guide to develecology. NY: Routledge
  • Waller, T. (2011). Adults are essential: The roles of adults outdoors. (Ed. White, J. ) Outdoor provision in the early years (35-44). London: SAGE
  • Bilton, H. (2010). Outdoor learning in te early years, Management and Innovation. Newyork: Roudledge
  • Wilson, E. O. (1993). Biophilia and the conservation ethic. S. Kellert ve E. O. Wilson (Yay. haz.). The biophilia hypothesis içinde (s. 31-44). Washington, DC: Island Press.
  • Gifford, R. ve Chen, A. (2016). Children and nature, what we know and what we do not. (Lawson Foundation Report). University of Victoria.
  • Atasoy, E. (2015). İnsan-Doğa Etkileşimi ve çevre için eğitim. İstanbul: Sentez.
  • Louv, R. (2017). Doğadaki son çocuk, çocuklarımızdaki doğa yoksunluğu ve doğanın sağaltıcı gücü. Tübitak Yayınları.
  • Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5, 68–80.
  • Beets, M., W., Vogel, R., Chapman, S., Pitettie, K., H. ve Cardinal, B. J. (2007). Parent’s social support for children’s outdoor physical activity: do weekdays and weekends matter? Sex Roles, 56, 125–131.
  • Thakur, K., Kumar, N. ve Sharma, N. (2020). Effect of the pandemic and lockdown on mental health of children. Indian J Pediatr, 87, 552.
  • Martensson, F., Boldemann, C., Söderström, M., Blennow, M., Englund, J.-E. ve Grahn, P. (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health and Place, 15 (4), 1149–57.
  • Taşkın, Ö. ve Şahin, B. (2008). Çevre kavram ve altı yaş okul öncesi çocuklar. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23 (1), 1-12.
  • Atchley R. A. Strayer D. L. ve Atchley P. (2012). Creativity in the wild: Improving creative reasoning through immersion in natural settings. PLOS ONE, 7 (12), e51474.
  • Bowler, D. E. Buyung-Ali, L. M. Knigt, T. M. ve Pullin A. S. (2010). A systematic review of evidence for the added benefits to health of exposure to natural environments. BMC Public Health, 2010, 10, 456.
  • Prezza, M., Pilloni, S., Morabito, C., Sersante, C., Alparone, F. R., ve Giuliani, M. V. (2001). The influence of psychosocial and environmental factors on children ’ s independent mobility and relationship to peer frequentation. Journal of Community & Applied Social Psychology, 450 (September), 435–450.
  • Said, I. (2012). Affordances of nearby forest and orchard on children’s performances. Social and Behavioral Sciences, 38, 195–203.
  • Bowler, D. E. Buyung-Ali, L. M. Knigt, T. M. ve Pullin A. S. (2010). A systematic review of evidence for the added benefits to health of exposure to natural environments. BMC Public Health, 10, 456.
  • Wells, N. M. ve Evans, G. W. (2003). Nearby nature a buffer of life stress among rural children. Environment and Behavior, 35 (3), 311–330.
  • Schutte, A. R. Torquati, J. C. ve Beattie, H. L. (2017). Impact of urban nature on executive functioning in early and middle childhood. Enviroment and Behavior, 49, 3-30.
  • Dunton, G.F., Do, B. ve Wang, S.D. (2020). Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in children living in the U.S.. BMC Public Health 20, 1351.
  • Burgess, D. J. ve Smith, J. M. (2011). Listening to children: Perceptions of nature. The Journal of Natural History Education and Experience, 5, 27-43.
  • Waters, J. ve Maynard, T. (2010) What's so interesting outside? A study of child‐initiated interaction with teachers in the natural outdoor environment, European Early Childhood Education Research Journal, 18 (4), 473-483.
  • Moore, R. (1997). The Need for Nature: A Childhood Right, Child and Environment, 24 (3), 203-220.
  • Gill, T. (2014), The benefits of children’s engagement with Nature: A Systematic Literature Review. Children, Youth and Environments, 24(2), 11-34.
  • Köşker, N. (2019). Okul öncesi dönem çocuklarında doğa algısı. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 294-308.
  • Larson, L.R. Whiting, J.W. ve Green, G.T. (2011a). Exploring the influence of outdoor recreation participation on proenvironmental behaviour in a demographically-diverse population. Local Environment, 16(1), 67-86.
  • Larson, L. R. Cordel, H. K. Betz, C. J. ve Green, G. T. (2011). Children’s time outdoors: results from a national survey. Proceedings of the Northeastern Recreation Research Symposium, 2011.
  • Bebbington, A. (2005). The ability of A-level students to name plants. Journal of Biological Education, 39, 62–67.
  • Genç, M. M. Y. ve Özen-Uyar, R. (2016). Resimli çocuk kitaplarının fene yönelik kavram, konu ve temalar açısından incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 9 (46), 600-607.
  • Valentine, G. ve McKendrick, J. H. (1997). Children's outdoor play: exploring parental concerns about children's safety and the changing nature of childhood. Geoforum, 28(2), 219-235.
  • Sampson, S. D. (2019). Doğa dostu çocuk nasıl yetiştirilir? Doğayı sevme sanatı ve bilimi. (D. Argın, Çev.). İstanbul: Alfa. (2015).
  • Battie, A. E. (2015). A young child’s perspectives on outdoor play: a case study from vancouver, british Columbia. International Journal of Early Childhood Environmental Education, 3(1), 38-53.
  • Müderrisoğlu, H. ve Gültekin, P. G. (2013). Understanding the children’s perception and preferences on nature-based outdoor landscape. Indoor and Built Environment, 0 (0), 1-15.

Preschool Children’s Perspective On Nature During the Covid-19 Pandemic

Year 2022, Volume: 2 Issue: 1, 1 - 16, 31.05.2022
https://doi.org/10.55008/te-ad.1038480

Abstract

Purpose: This study aims to reveal the perspectives of preschool children, whose access to outdoor and nature has decreased due to the COVID-19 global pandemic, and to convey the observations of children participating in nature-based education activities. Methods and Materials: This research is a case study. In the research, semi-structured interview technique and participant observation were used to collect detailed data on the case study. In the research, 20 children attending a private kindergarten in Istanbul were interviewed. After the interview, the children who participated in the nature-based education activities were observed with the participant observation technique for 6 weeks. The data obtained in the research were analyzed by compiling semi-structured interview questions, determining the thematic framework and using descriptive analysis method. Results: Children tried to define nature mostly through animals and plants. It is considerable that some children have limited access to green spaces in their area and less access to unstructured environments. It has been observed that children give biophobic answers in the category of animals about something they do not like about nature. It has been observed that the activities of children going out and activities related to nature are mostly different. As a result of the observations, it can be said that nature-based education experiences of young children can improve their perspectives on nature.

References

  • Bronfenbrenner, U. (1979). The ecolology of human development. USA: Harvard University Press
  • Shelton, L. G. (2018). The Bronfenbrenner Primer, A guide to develecology. NY: Routledge
  • Waller, T. (2011). Adults are essential: The roles of adults outdoors. (Ed. White, J. ) Outdoor provision in the early years (35-44). London: SAGE
  • Bilton, H. (2010). Outdoor learning in te early years, Management and Innovation. Newyork: Roudledge
  • Wilson, E. O. (1993). Biophilia and the conservation ethic. S. Kellert ve E. O. Wilson (Yay. haz.). The biophilia hypothesis içinde (s. 31-44). Washington, DC: Island Press.
  • Gifford, R. ve Chen, A. (2016). Children and nature, what we know and what we do not. (Lawson Foundation Report). University of Victoria.
  • Atasoy, E. (2015). İnsan-Doğa Etkileşimi ve çevre için eğitim. İstanbul: Sentez.
  • Louv, R. (2017). Doğadaki son çocuk, çocuklarımızdaki doğa yoksunluğu ve doğanın sağaltıcı gücü. Tübitak Yayınları.
  • Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5, 68–80.
  • Beets, M., W., Vogel, R., Chapman, S., Pitettie, K., H. ve Cardinal, B. J. (2007). Parent’s social support for children’s outdoor physical activity: do weekdays and weekends matter? Sex Roles, 56, 125–131.
  • Thakur, K., Kumar, N. ve Sharma, N. (2020). Effect of the pandemic and lockdown on mental health of children. Indian J Pediatr, 87, 552.
  • Martensson, F., Boldemann, C., Söderström, M., Blennow, M., Englund, J.-E. ve Grahn, P. (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health and Place, 15 (4), 1149–57.
  • Taşkın, Ö. ve Şahin, B. (2008). Çevre kavram ve altı yaş okul öncesi çocuklar. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23 (1), 1-12.
  • Atchley R. A. Strayer D. L. ve Atchley P. (2012). Creativity in the wild: Improving creative reasoning through immersion in natural settings. PLOS ONE, 7 (12), e51474.
  • Bowler, D. E. Buyung-Ali, L. M. Knigt, T. M. ve Pullin A. S. (2010). A systematic review of evidence for the added benefits to health of exposure to natural environments. BMC Public Health, 2010, 10, 456.
  • Prezza, M., Pilloni, S., Morabito, C., Sersante, C., Alparone, F. R., ve Giuliani, M. V. (2001). The influence of psychosocial and environmental factors on children ’ s independent mobility and relationship to peer frequentation. Journal of Community & Applied Social Psychology, 450 (September), 435–450.
  • Said, I. (2012). Affordances of nearby forest and orchard on children’s performances. Social and Behavioral Sciences, 38, 195–203.
  • Bowler, D. E. Buyung-Ali, L. M. Knigt, T. M. ve Pullin A. S. (2010). A systematic review of evidence for the added benefits to health of exposure to natural environments. BMC Public Health, 10, 456.
  • Wells, N. M. ve Evans, G. W. (2003). Nearby nature a buffer of life stress among rural children. Environment and Behavior, 35 (3), 311–330.
  • Schutte, A. R. Torquati, J. C. ve Beattie, H. L. (2017). Impact of urban nature on executive functioning in early and middle childhood. Enviroment and Behavior, 49, 3-30.
  • Dunton, G.F., Do, B. ve Wang, S.D. (2020). Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in children living in the U.S.. BMC Public Health 20, 1351.
  • Burgess, D. J. ve Smith, J. M. (2011). Listening to children: Perceptions of nature. The Journal of Natural History Education and Experience, 5, 27-43.
  • Waters, J. ve Maynard, T. (2010) What's so interesting outside? A study of child‐initiated interaction with teachers in the natural outdoor environment, European Early Childhood Education Research Journal, 18 (4), 473-483.
  • Moore, R. (1997). The Need for Nature: A Childhood Right, Child and Environment, 24 (3), 203-220.
  • Gill, T. (2014), The benefits of children’s engagement with Nature: A Systematic Literature Review. Children, Youth and Environments, 24(2), 11-34.
  • Köşker, N. (2019). Okul öncesi dönem çocuklarında doğa algısı. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 294-308.
  • Larson, L.R. Whiting, J.W. ve Green, G.T. (2011a). Exploring the influence of outdoor recreation participation on proenvironmental behaviour in a demographically-diverse population. Local Environment, 16(1), 67-86.
  • Larson, L. R. Cordel, H. K. Betz, C. J. ve Green, G. T. (2011). Children’s time outdoors: results from a national survey. Proceedings of the Northeastern Recreation Research Symposium, 2011.
  • Bebbington, A. (2005). The ability of A-level students to name plants. Journal of Biological Education, 39, 62–67.
  • Genç, M. M. Y. ve Özen-Uyar, R. (2016). Resimli çocuk kitaplarının fene yönelik kavram, konu ve temalar açısından incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 9 (46), 600-607.
  • Valentine, G. ve McKendrick, J. H. (1997). Children's outdoor play: exploring parental concerns about children's safety and the changing nature of childhood. Geoforum, 28(2), 219-235.
  • Sampson, S. D. (2019). Doğa dostu çocuk nasıl yetiştirilir? Doğayı sevme sanatı ve bilimi. (D. Argın, Çev.). İstanbul: Alfa. (2015).
  • Battie, A. E. (2015). A young child’s perspectives on outdoor play: a case study from vancouver, british Columbia. International Journal of Early Childhood Environmental Education, 3(1), 38-53.
  • Müderrisoğlu, H. ve Gültekin, P. G. (2013). Understanding the children’s perception and preferences on nature-based outdoor landscape. Indoor and Built Environment, 0 (0), 1-15.
There are 34 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Özgül Polat 0000-0001-7426-5771

Fatma Gülçin Demirci 0000-0001-7750-7393

Publication Date May 31, 2022
Submission Date December 19, 2021
Published in Issue Year 2022 Volume: 2 Issue: 1

Cite

APA Polat, Ö., & Demirci, F. G. (2022). COVID-19 Sürecinde Okul Öncesi Dönem Çocuklarının Doğaya Karşı Bakış Açılarının İncelenmesi. Temel Eğitim Araştırmaları Dergisi, 2(1), 1-16. https://doi.org/10.55008/te-ad.1038480

Journal of Research in Elementary Education is an open access journal.

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