Publication: Çocukluğun PR Aracı Olarak İnşası:Yılsonu Gösterileri
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Date
2019-10-02
Authors
Toran, Şahika
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Abstract
Çocukluk kavramı uzun yıllardır tartışılan, farklı bilim dalları tarafından da kavramsallaştırılmaya çalışılan önemli bir kavram olarak ele alınmaktadır. Çocukluk ile ilgili şimdi kadar ortaya çıkan ve çocuk ile ilgili birçok alanda rehber niteliği taşıyan Çocuk Haklarına Dair Sözleşme (ÇHS) en önemli uluslararası sözleşme olarak kabul edilmektedir. Bu sözleşmede çocukluğun tanımından eğitimine; sağlığından yaşam haklarına kadar birçok düzenleme bulunmaktadır. Bu bağlamda sözleşme, taraf olan ülkeler için önemli bir başvuru kaynağı olarak kabul edilmektedir. Sözleşme bağlamında değerlendirildiğinde çocuğun yüksek yararını kapsayan eğitim hakkı çocuğun aktif katılımının sağlanmasını önermekte ve mümkün olan en erken yaşta çocuğun eğitim hakkının nitelikli olarak karşılanmasını tavsiye etmektedir. Erken yaşlarda çocuğa eğitim hizmetlerinin sunulması çocuğun toplumsal, gelişimsel ve pedagojik olarak yetkinliklere sahip olması ve uzun vadede topluma aktif katılan ve katkı sunan bir birey olmasını desteklemektedir. Türkiye’de zorunlu olmamasına rağmen erken çocukluk eğitimi 0-3 yaşlar için kreş, 3-6 yaş arası için ise okul öncesi eğitimi olarak sunulmakta ve yapısal işleyişi MEB tarafından izlenmektedir. Türkiye’de okul öncesi eğitim kurumlarında gerçekleşen uygulamalar programda da yer aldığı gibi aileleri de kapsayacak şekilde yürütülmektedir. Özellikle yılsonunda okul öncesi eğitim kurumlan yıl boyunca gerçekleştirdikleri pedagojik uygulamaları sergilemek, paydaşlarla paylaşmak için yoğun çalışmalar yürütmektedir. Bu uygulamalardan biri de çocukların aktif aktörü olduğu yılsonu gösterileri sıklıkla karşılaşılan bir olgudur. Bu olgu zaman zaman eleştirilmekte ama çoğunlukla uygulayıcıları tarafından da savunulmaktadır. Okul öncesi eğitim kurumlan tarafından gerçekleştirilen yılsonu gösterilerinin hazırlanma sürecinin ve gösteri anının çocuklar üzerindeki etkisi, öğretmenlerin bu olguya dair algısı ve izleyiciler tarafından algısına ilişkin araştırmanın olmaması bu araştırmayı önemli kılmaktadır. Bu önem üzerinden mevcut araştırma yılsonu gösterilerinin inşa ettiği çocukluk değerini incelemeyi amaçlamaktadır. Bu amaç doğrultusunda 1) Yılsonu gösterilerine hazırlanma sürecinde çocuklar ne yaşamaktadır? 2) Yılsonu gösterilerine hazırlanma sürecinde öğretmenler ne yaşamaktadır? 3) Gösteri anında çocuklar ve öğretmenler ne yaşamaktadır? Sorularına yanıt aranmıştır.
Araştırmada yöntem olarak etnografık araştırma yöntemi benimsenmiş ve araştırma bu yönteme uygun olarak tasarlanmıştır. Etnografı, bir insan grubunu ya da bir grubun kültürünü anlama ve betimleme için gösterilen bilimsel çabaların bütünü olarak değerlendirilmektedir. Nitel düşünceye dayalı bu çabalar, araştırılan grup ya da kültürün bütününü, bileşenlerini, onların arasındaki ilişkileri, kültürün mensuplarının gözünden görüp onların kültür kodlarıyla açarak anlamayı içerir. Okul öncesi eğitim kurumlarında yılsonu gösterilerine hazırlanan çocukların ve öğretmeleri deneyimleri ve süreçte yaşadıkları incelendiği için araştırmanın çalışma grubu amaçlı örnekleme yöntemi kullanılarak belirlenmiştir. Araştırmanın çalışma grubunu görüşmelerin yapıldığı 9 devlet 6 özel okul öncesi öğretmeni, sürecin izlendiği iki okul öncesi eğitim kurumu ve gösterilerin izlendiği bir okul öncesi eğitim kurumu oluşturmaktadır. Öğretmenler ile yapılan görüşmeler, süreci ve yıl sonu gösterilerin izleme aşamasında tutulan anekdot kayıtları veri toplama aracı olarak kullanılmıştır. Öğretmenler ile yapılan görüşmeler için uzman görüşü alınarak yarı yapılandırılmış görüşme formu hazırlanmış, anekdot kayıtları için ise araştırmacıların süreçteki gözlemlerine dayanmaktadır. Araştırmada, verilerin, veri toplama sürecinin geçerliği ve güvenirliğinin sağlanması amacıyla birden fazla geçerlik ve güvenirlik tekniği kullanılmıştır. Mevcut araştırmada, elde edilen veriler araştırmacılar tarafından içerik analizi tekniği kullanarak analiz etmiştir. Verilerin analiz sürecinde, ilk aşamada kodlama yapılmış, ikinci aşamada temalar bulunmuş, üçüncü aşamada kodlar ve temalar sistematik olarak düzenlenmiş ve dördüncü aşamada bulgular tanımlanarak yorumlanmıştır. Verilerin analizi sonucunda yılsonu gösterilerine hazırlanma sürecinde çocukların sürece katılmaları için istismara maruz kaldığı, eğitimin ihmal edildiği, öğretmenlerin süreçte okul yönetiminin ve ebeveynlerin isteklerine boyun eğdiği saptanmıştır. Bununla birlikte gösteri anında çocukların yoğun stres yaşadıkları, sahnede gösteriye isteksiz oldukları, yetişkin desteği bekledikleri gözlenmiştir. Sonuç olarak yılsonu gösterileri her ne kadar, yıl boyunca yapılan uygulamaların sunumu gibi planlansa da gerçekte çocuğun bizzat gösteri yaptığı, okulun tanıtımına katkı sunduğu ancak ÇHS’ye göre aktif katılımının olmadığı bir süreç olduğu söylenebilir.
The concept of childhood has been discussed for many years and many other different disciplines have been trying to conceptualize it. The Convention on the Rights of the Child (CRC), which has so far emerged as a guideline in many areas of childhood, is considered as the most important international convention. This convention lays out many legal arrangements from the definition of childhood to children’s education as well as childrens’ health and life rights. For this reason, the Convention is regarded as an important source of reference for the contracting parties. In the context of the convention, the child's right to education, which encompasses the best interests of the child, highly recommends the active participation of the child, as well as the child's right to quality education to be met at the earliest possible age. The provision of educational services to children at an early age supports children’s social, developmental and pedagogical competence and their active participation and contribution to society in the long term. Although early childhood education is not compulsory in Turkey, it is provided for 0-3 years at the nurseries, and 3-6 years old children at some pre-school education institutions, and the structural functioning of them are controlled by the Ministry of Education. The practices that took place in pre-school education institutions in Turkey are carried out in such a way that involves families as also prescribed in the program. Especially at the end of the year, pre-school education institutions are working hard to exhibit and share their pedagogical practices they have done throughout the year with the stakeholders. One of these practices, being quite frequent phenomenon, is year-end shows where children are active actors. This phenomenon has been criticized from time to time, but is often defended by practitioners. The effect of the preparation process of the year-end shows, the moment of the show on children, the perception of teachers about this phenomenon and the lack of research on the perception of the audience makes this research important. Based on this premise, the current research aims to examine the childhood value constructed by end of year demonstrations. With this aim in mind, this research seeks to answer the following questions: 1) What do children experience during the preparation of year-end shows? 2) What do teachers experience during the preparation of year-end shows? 3) What do children and teachers experience during the show time? Ethnographic research method was adopted and the research was designed in accordance with this method. Ethnography is considered to be as the sum of scientific efforts to understand and describe a group of people or a group's culture. These efforts based on qualitative research design include understanding the research group, or the whole culture, its components, relationships among them, and seeing through the members belonging to that culture and understanding them with the codes of the members of the culture. As the experiences of the children and their teachers prepared for the year-end shows in pre-school education institutions and happenings during show time were examined, the study group was determined using purposive sampling method. The study group of the research consists of 9 state preschool teachers and 6 private preschool teachers, two preschool education institutions where the process is followed and one preschool education institution where year-end shows are observed. The interviews with teachers, and anecdotal records held during process as well as watching during show time were used as data collection tools. Semi-structured interview form was prepared by taking expert opinion to interview with teachers while anecdotal records based on the observations of researchers in the process. In the study, multiple validity and reliability techniques were used to ensure the validity and reliability of the data collection process. In the present study, the data obtained were analysed by the researchers using the content analysis technique. In the data analysis process, coding was made in the first stage, themes were found in the second stage, codes and themes were systematically arranged in the third stage and findings were defined and interpreted in the fourth stage. As a result of the data analysis, it was found that children were forced and abused to participate in the process during the preparation of year-end shows, their education was neglected, and teachers obeyed to the wishes of school management and parents during the process. Besides, it was also found that children experienced intense stress during the show time, were reluctant to perform on stage and waited for adult support. As a result, although the year-end show is planned as presentations of practices done throughout the year, it can be said that the child actually demonstrates himself and contributes to the promotion of the school, but within the framework of CRS, it is not embodiment of real active participation.
The concept of childhood has been discussed for many years and many other different disciplines have been trying to conceptualize it. The Convention on the Rights of the Child (CRC), which has so far emerged as a guideline in many areas of childhood, is considered as the most important international convention. This convention lays out many legal arrangements from the definition of childhood to children’s education as well as childrens’ health and life rights. For this reason, the Convention is regarded as an important source of reference for the contracting parties. In the context of the convention, the child's right to education, which encompasses the best interests of the child, highly recommends the active participation of the child, as well as the child's right to quality education to be met at the earliest possible age. The provision of educational services to children at an early age supports children’s social, developmental and pedagogical competence and their active participation and contribution to society in the long term. Although early childhood education is not compulsory in Turkey, it is provided for 0-3 years at the nurseries, and 3-6 years old children at some pre-school education institutions, and the structural functioning of them are controlled by the Ministry of Education. The practices that took place in pre-school education institutions in Turkey are carried out in such a way that involves families as also prescribed in the program. Especially at the end of the year, pre-school education institutions are working hard to exhibit and share their pedagogical practices they have done throughout the year with the stakeholders. One of these practices, being quite frequent phenomenon, is year-end shows where children are active actors. This phenomenon has been criticized from time to time, but is often defended by practitioners. The effect of the preparation process of the year-end shows, the moment of the show on children, the perception of teachers about this phenomenon and the lack of research on the perception of the audience makes this research important. Based on this premise, the current research aims to examine the childhood value constructed by end of year demonstrations. With this aim in mind, this research seeks to answer the following questions: 1) What do children experience during the preparation of year-end shows? 2) What do teachers experience during the preparation of year-end shows? 3) What do children and teachers experience during the show time? Ethnographic research method was adopted and the research was designed in accordance with this method. Ethnography is considered to be as the sum of scientific efforts to understand and describe a group of people or a group's culture. These efforts based on qualitative research design include understanding the research group, or the whole culture, its components, relationships among them, and seeing through the members belonging to that culture and understanding them with the codes of the members of the culture. As the experiences of the children and their teachers prepared for the year-end shows in pre-school education institutions and happenings during show time were examined, the study group was determined using purposive sampling method. The study group of the research consists of 9 state preschool teachers and 6 private preschool teachers, two preschool education institutions where the process is followed and one preschool education institution where year-end shows are observed. The interviews with teachers, and anecdotal records held during process as well as watching during show time were used as data collection tools. Semi-structured interview form was prepared by taking expert opinion to interview with teachers while anecdotal records based on the observations of researchers in the process. In the study, multiple validity and reliability techniques were used to ensure the validity and reliability of the data collection process. In the present study, the data obtained were analysed by the researchers using the content analysis technique. In the data analysis process, coding was made in the first stage, themes were found in the second stage, codes and themes were systematically arranged in the third stage and findings were defined and interpreted in the fourth stage. As a result of the data analysis, it was found that children were forced and abused to participate in the process during the preparation of year-end shows, their education was neglected, and teachers obeyed to the wishes of school management and parents during the process. Besides, it was also found that children experienced intense stress during the show time, were reluctant to perform on stage and waited for adult support. As a result, although the year-end show is planned as presentations of practices done throughout the year, it can be said that the child actually demonstrates himself and contributes to the promotion of the school, but within the framework of CRS, it is not embodiment of real active participation.
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Keywords
Çocukluk, Okul Öncesi Eğitim, Yılsonu Gösterileri, Childhood, Early Childhood Education, Year-end Shows