Improving Attention Skills of Preschool Students
Overview
It is a project designed to improve the attention skills of pre-school students.
The project was implemented on the eTwinning Platform. Turkey and Poland is a project partner.(Be Careful Project)
https://spark.adobe.com/page/bdjdnu8UNr7Zz/
Improving Attention Skills of Preschool Students
Improving Attention Skills of Preschool Students (Be Careful eTwinning Project)
Project Video
Summary: This study covers the studies applied to improve the attention skills of preschool students. The study started by 13 pre-school schools in November 2019 and ended in April 2020. materials were designed and worked with students. A lesson plan was prepared to raise awareness of secure Internet and the partners applied this lesson plan. In order to evaluate the students within the plan, questions were created together and a general evaluation was made by providing the students with small plates with green tick marks and red cross marks prepared to answer the questions. At the end of the evaluation, the item analysis of the scale was done by the partners. In the development of students' attention skills, a material was digitally prepared by the project partners and applied to students by giving links. Each project partner received a report for students in their class. The project partners designed the written material that developed the students' attention skills with their students and shared them in pdf form. These pdf files were extracted from the color printer and brought together and a project poster was created. It is the 1st Final product of this project. In order to improve memorization skills, a poem called “fruits” was memorized to students, one student from each school read a continent from poetry and a sound recording was taken. These sound recordings are combined as rep music. A clip was shot for this music, the partners were given a google slide link. Project partners uploaded visuals describing their activities in the classroom. Thus, the second final product of the project was created. Blogger site has been opened for project dissemination. The project works were shared on social media, paying attention to student safety.
Keywords: preschool, attention building, material design, drama, fairy tale
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Preschool period is the period when brain development is the most intense and fastest.
Children have natural inclinations to discover and learn. Learning is too early starts at ages and continues for life (Ministry of Education [MEB], 2013)
Fairy tales have many important and valuable contributions to child development. During the storytelling, while communicating between the narrator and the child, all the mental activities of the child are activated. The child, who dreams about the characters in the tales he reads or listens, learns to distinguish between good and bad, right and wrong according to the development of events (Küçükyazıcı, 2010). Looking at the messages given in the fairy tales, they are mostly focused on human relations (friendship, friendship, humility, help, etc.), that is, psychosocial development. It is seen that the messages in the second place are on the family, and the third ones are cognitive and psychological messages such as “intelligence, common sense, attention” (Arıcı, 2009: 36).
With the fairy tale, it can be concluded that preschool teachers use this method in order to realize many achievements such as developing children's imagination, thus their creativity, predictive power, verbal expression skills, interpretation power, and gathering attention (Şahin, M.2011). It is seen that they are transferred through animation and they use drama technique. as known
Drama is one of the teaching techniques used in all educational levels starting from pre-school education to university and postgraduate education. (Şahin, M.2011)
Individuals participating in drama studies learn about situations, events and relationships in the drama process. For this reason, drama supports the development of children's creativity, improves their imagination, and allows them to develop multidimensional development by acquiring skills related to their developmental characteristics (Akyol, 2010: p: 4).
In the study, the students were told fairy tales by the practitioners, materials were designed according to the tale content, and the opportunity was given to students to dramatize the tale. It was observed that the students enjoyed these activities with the evaluation based on teacher observation.
Teaching materials are tools used to make teaching more efficient, permanent and enjoyable (Çepni, Ayvacı & Bacanak, 2004; Demirel, 2004). According to Bozkurt (2008), the use of materials in education supports education and training activities, thus making education and training more permanent and meaningful. Various education and training materials are used to better understand and comprehend the subjects in education and training, to keep the student's interest, attention and desire to learn high. That's why every technology
In this age when it makes its importance in the field, it is necessary to take advantage of them by including teaching technologies and the tools and equipment developed accordingly in order to make the curriculum more effective and efficient (Çepni et al., 2004; Bozkurt, 2008).
In this study, a lesson plan was prepared for the students to gain secure internet and it was applied to the students in the classroom by the partners. Lesson plan application was evaluated jointly and made together in the evaluation.
Materials intended for attention development were designed by the project managers, and individual and group studies were conducted with students. Practitioners observed the effect of the material they developed using the semi-experimental method.
Technology plays a vital role in determining the future orientation or trend of education and training (Banaszewski, 2005). Especially in recent years, developments in information technologies have made technology support compulsory in the learning and teaching process and information and learning and teaching environments have started to integrate (Ekici, Ekici & Kara, 2012). Because developments in technology add new ones to the tools that can be used in the education and training process (Çepni et al., 1997) and bring new learning and teaching environments with them (Yakar, 2005). As a result, education
technologies have quickly become an important part of our classes (Banaszewski,
And the development of technology use in education continues rapidly (Kaya, 2005).
In the project, information technology elements are included and video and presentation are used as a presentation in lesson plan application. In addition, a digital game prepared jointly by the project practitioners was designed and applied to students with distance education. Students' personal reports have been reached. With this digital game prepared and implemented with the aim of developing this attention, it was possible to see how long the students made and / or how accurately they made a series of games designed.
Although language teaching is an ongoing teaching process within the framework of lifelong learning, the most important circuits of the child's linguistic acquisition and development are preschool and school period circuits. Since the phrases are easy to memorize and memorable in language education, they should be included in the language teaching texts (Nadir, İ.
Research, poetry pathway for students who have difficulties in learning or students who do not want to learn
They offer learning as an alternative. In poetry teaching, encouragement to think rather than reading comprehension should be supported and poetry techniques should be seen as a tool for emotions and thoughts rather than teaching (Shapiro, 1985). The child who chooses the poem he wants and reads and memorizes it many times and takes it to himself
his ear runs both his tongue and his memory.
In the study, poetry was memorized to students and a student was selected from each school and a common product was obtained.
Method:
The fairy tale was told to the students by presentation, and the tales that were read in dramatization were prepared by preparing various materials. Lesson plan has been applied for secure internet acquisition. The evaluation was made jointly. Materials to keep in mind were designed and applied by making individual and group studies with students. The development of students has been observed. Students' personal scorecards were reached with the material prepared in digital environment. Poetry was taught by using memorization method.
REFERENCES
1- Arıcı, Ali Fuat. “Use of Fairy Tales in Children's Literature”, Çoluk-Cocuk Dergisi, Issue: 87
2- Akyol, Ayşe Köksal. “Drama and the Importance of Drama”, http://www.tebd.gazi.edu.tr/arsiv/2003_cilt1/sayi_2/179-192.PDF, Access Date: 12 April 2010.
3- Banaszewski, T. M. (2005). Digital Storytelling: Supporting Digital Literacy in Grades 12. Master Thesis, Georgia Institute of Technology.
4- Ekici, E., Ekici, F. T. and Kara, İ. (2012). Information Technologies for Teachers Self
Validity and Reliability Study of the Competency Perception Scale. Pamukkale University Journal of Education, Issue 31. 53-65.
5- Kaya, Z. (2005). Educational Technologies. (Ed Z. Kaya), Guide to preparation for specialist Teaching Head teacher exams in accordance with self-learning principles KBYS teacher career promotion exam, Ankara: Pegem A Publishing,
6- Küçükyazıcı, Gökçe. “Fairy Tales and Their Effects on Child Development”, http // www. e-dadi.com/makale-136- fairy tales and their effects on child development.html. Access Date, 20 May 2010.7-MEB (2013). Ministry of National Education Board of Education and Discipline Preschool education program. Ankara: Ministry of National Education.
8- The importance / effect of stereotypes and poetry in I. Rare Language Teaching.
9- Shapiro, S. (1985). An analysis of poetry teaching procedures in sixth grade. Reading Research Quarterly, 20, 368-381.
10- Şahin, Mustafa. 'The Investigation of the Effects of Tales on Child Development in Terms of Teacher Views', Milli Folklor, 2011, number 89.
11- Yakar, H. (2005). The Effects of Computer Assisted Instruction on Student Achievement in Teaching Newton's Laws of Motion. Master Thesis, Pamukkale University Institute of Science, Department of Science Education, Denizli.
Project studies
Attention Enhancement and Material Design
A material was designed by the practitioner. Stationery materials were used to make this material. A cardboard made of squares. Various geometric shapes, created in various colors. The aim was for the students to do what they saw first. The second goal was to do what was in mind. A slide was prepared in advance to do the study with the students. First, the slide was shown and asked to do the same slide. Then the slide was shown for a short time and they were asked to do the same.
Safer Internet / Technology / Right Decision Making
Objective: To gain the ability to use technology consciously
Topic: Safe technology
Tools and materials to be used:
*Find the different event (Uploaded to the materials)
*Find the different photocopy
Education Status:
'Where and how do you feel safe when you are? The question is asked to the students. Each willing student is given the right to answer.
The teacher explains the rules about being safe by the teacher. Should we consult our elders to be safe? "Teddy Bear Story' is read by asking.
Find the different event is done.
The videos are watched and the videos are watched with the students. The questions are asked and the answers are listened.
Assessment: The questions prepared in common are asked to the students.
Digital Material
Blogger