Okul Öncesi Eğitimde Okul Dışı Öğrenme Ortamlarının Kullanımına Yönelik Bir Olgubilim Çalışması
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In this study, it is aimed to examine perceptions of the teachers, parents, school administrators and out-of-school learning environment authorities towards out-of-school learning environments in early childhood education. The research was carried out according to phenomenology design, one of qualitative research methods. The study group consists of the parents of preschool children aged 60-72 months, their teachers, the school administration working in these schools who attend four preschool education institutions affiliated to Ministry of National Education (MoNE) in the city center of Ankara in 2021-2022, and the out-of-school learning environment authorities. The main data collection tool of the study was semi-structured interviews with 25 participants. In addition to interviews, field trips conducted in out-of-school learning environments were observed with 60-72 months old children studying in pre-school education institutions. Furthermore, concepts related to out-of-school learning in 2013 preschool education curriculum of MoNE were examined and document analysis was made. The data were analyzed with descriptive analysis method via NVIVO-12 program. The results indicated that during field trip-observation activities, out-of-school learning environment activities are limited and these activities should be enriched and diversified. Considering interview, observation and document analysis findings, it was seen that the emphasis on out-of-school learning environments on MoNE preschool education curriculum was limited and the connection between preschool education curriculum and learning environment activities were restricted. Finally, necessity of effective cooperation between schools and authorities of out-of-school learning environment and necessity of making changes in organization and support of trips to these environments have been determined.Keywords: preschool education, out-of-school learning, out-of-school learning environments, phenomenology.