Resimli çocuk kitaplarının M.E.B. okul öncesi eğitim programı’ndaki kavramlara yer verme durumunun incelenmesi
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada 2008-2020 yılları arasında yerli ve yabancı yazarlar tarafından okul öncesi dönemindeki çocuklar için yazılmış olan resimli çocuk hikâye kitaplarında Millî Eğitim Bakanlığı (M.E.B.) 2013 Okul Öncesi Eğitimi Programı’nda yer alan kavramlara yer verme durumunun incelenmesi amaçlanmıştır. Türkiye’de okul öncesi döneme uygun yazılan ve yayımlanan resimli çocuk kitapları, doküman incelemesi yöntemi ile M.E.B. 2013 Okul Öncesi Eğitimi Programı’nda bulunan kavramlara yer verme durumu çizelgesi kullanılarak incelenmiştir. Doküman incelemesi yapabilmek için de kitaplardaki kelimeleri tarayarak tespitini gerçekleştirebilen bir yazılım programı kullanılmıştır. Bu araştırma için gerekli olan çocuk kitapları, rastgele seçilmiş 50 adet resimli hikâye kitabından oluşmaktadır. Araştırmadan elde edilen nicel veriler Microsoft’un Excel programı yardımı ile frekans ve yüzde olarak gösterilmiştir. Araştırmanın sonucunda, 50 adet kitap taratıldıktan sonra toplam kelime sayısı 21870 bulunmuştur. Taranan 21870 adet kelime içerisinde kavram olma ihtimali olan 4155 adet kelime bulunmuştur. Ancak bunlardan sadece 2157 tanesinin yazılış ve anlamca kavram olduğu tespit edilmiştir. Böylece kavramların tüm kitaplarda geçme oranının %9,9 olduğu görülmektedir. Yazılış olarak “kavram” gibi görünen 4155 kelimeden 2157 tanesinin anlam ve işlev bakımından kavram olma oranı %51,9’dur. Tespit edilen kavramlar içerisinde en çok kavramın kullanıldığı kategori sayı/sayma iken ikinci sırada zıt kavramlar kategorisi gelmektedir. Ayrıca en çok kullanılan ilk üç kavram “bir”, “çok” ve “sonra”dır. Kategorilerine göre sırasıyla sayı/sayma, miktar ve zaman’dır. II Kavram olduğu tespit edilen 2157’den 778 tanesi resimlenmiştir. Bunlardan 700 tanesinin resimlenmesi kavramın geçtiği sayfada, 8 tanesi önceki sayfada ve 70 tanesi ise kavramın geçtiği sayfadan sonra gelen sayfadadır. Kavram olanların herhangi bir sayfada resimlenmesinin yapılmasının oranı %36,1’dir. Araştırmanın sonucuna göre taratılan kelimelerden sadece 2157 tanesinin kavram olması ve bunun da %9,9’luk bir kısmı temsil etmesi ile resimli çocuk hikâye kitaplarının kavram içerme oranının yetersiz olduğu görülmektedir. Öte yandan bu araştırmada sayıca çeviri kitaplardan az olan yerli kitapların kavram içerme oranının fazla olması sevindirici bir durumdur.
In this study, it was aimed to examine the situation of including the concepts in Ministry of National Education 2013 Preschool Education Program in the illustrated children's story books written for preschool children by local and foreign authors published between 2008-2020. Illustrated children's books written and published in accordance with the preschool period in Turkey were examined using the document review method and the status chart to include the concepts found in the Ministry of National Education 2013 preschool education program. A software program that can scan the words in the books and detect them is used in order to make document analysis. The children's books required for this research consist of 50 randomly selected illustrated storybooks. The quantitative data obtained from the research were shown as frequency and percentage with the help of Microsoft's Excel program. As a result of the research, after scanning 50 books, the total number of words was found to be 21870. Among the 21870 words scanned, 4155 words that are likely to be concepts were found. However, only 2157 of these were found to be concepts in terms of spelling and meaning. Thus, it is seen that the passing rate of concepts in all books is 9.9%. Of the 4,155 words that seem to be “concepts” as written, in terms of meaning and function to be concepts of 2,157 ratio is 51.9%. While number / counting is the category in which the most concepts are used among the concepts determined, the opposite concepts category comes second. In addition, the first three most used concepts are “one”, “many” and “after”. It is the number / count, amount and time in order according to their categories. IV 778 out of 2157 that were found to be concepts were illustrated. 700 of them are illustrated on the page where the concept is mentioned, 8 on the previous page and 70 on the page after the concept. The rate of illustrating the concepts on any page is 36.1%. According to the results of the research, it is seen that the rate of concept inclusion in the picture children's story books is insufficient, since only 2157 of the words scanned are concepts and this represents a part of 9.9%. On the other hand, in this study, it is pleasing that local books, which are less than translated books, have a high rate of concept inclusion.
In this study, it was aimed to examine the situation of including the concepts in Ministry of National Education 2013 Preschool Education Program in the illustrated children's story books written for preschool children by local and foreign authors published between 2008-2020. Illustrated children's books written and published in accordance with the preschool period in Turkey were examined using the document review method and the status chart to include the concepts found in the Ministry of National Education 2013 preschool education program. A software program that can scan the words in the books and detect them is used in order to make document analysis. The children's books required for this research consist of 50 randomly selected illustrated storybooks. The quantitative data obtained from the research were shown as frequency and percentage with the help of Microsoft's Excel program. As a result of the research, after scanning 50 books, the total number of words was found to be 21870. Among the 21870 words scanned, 4155 words that are likely to be concepts were found. However, only 2157 of these were found to be concepts in terms of spelling and meaning. Thus, it is seen that the passing rate of concepts in all books is 9.9%. Of the 4,155 words that seem to be “concepts” as written, in terms of meaning and function to be concepts of 2,157 ratio is 51.9%. While number / counting is the category in which the most concepts are used among the concepts determined, the opposite concepts category comes second. In addition, the first three most used concepts are “one”, “many” and “after”. It is the number / count, amount and time in order according to their categories. IV 778 out of 2157 that were found to be concepts were illustrated. 700 of them are illustrated on the page where the concept is mentioned, 8 on the previous page and 70 on the page after the concept. The rate of illustrating the concepts on any page is 36.1%. According to the results of the research, it is seen that the rate of concept inclusion in the picture children's story books is insufficient, since only 2157 of the words scanned are concepts and this represents a part of 9.9%. On the other hand, in this study, it is pleasing that local books, which are less than translated books, have a high rate of concept inclusion.
Açıklama
Anahtar Kelimeler
Resimli çocuk hikâye kitapları, MEB 2013 okul öncesi eğitimi programı, Kavramlar, Resimleme, Illustrated children's story books, Ministry of national education 2013 preschool education program, Concepts, Illustration
