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The Place of Trees on Our Social-Emotional Life and Using them as an Educational Content

Year 2022, Volume: 39-1 Issue: 2, 127 - 151, 31.12.2022

Zeynep Temiz

https://doi.org/10.52597/buje.1198429

Abstract

This study equipped with the purpose of increasing pre-service teachers’ knowledge of dendrology and enable them to use their knowledge as a content and material in the early childhood education settings. The basic qualitative research design was utilized in this study. Data consists of homework of 75 pre-service pre-school education teachers attending “Environmental Education in Early Childhood” course in the Spring semester of 2020-2021 academic year. Pre-service teachers were required to choose a tree, introduce the characteristics of the tree they chose, share their own experiences about the tree, and to use the tree they chose as an educational content for preschool children as homework in the course they followed with distance education due to the Covid-19 Pandemic. Content analysis technique was used to data analysis. Findings emphasized that nature-based experiences gained in childhood would be influential in later years. The most important factor for the participants to choose trees is their positive childhood experience with the tree they chose. The participants stated that they would use the trees in educational activities for many different purposes such as field trips, art activities, play, food preparation and growing plants.

Keywords

Love of tree pre-school education environmental education nature-based teaching

References

  • Bailie, P. E. (2010). From the one-hour field trip to a nature preschool: Partnering with environmental organizations. Young Children, 65(4), 76-82.
  • Burns, P., O’Connor, P. A., Atance, C., & McCormack, T. (2021). More later: Delay of gratification and thought about the future in children. Child Development, 92(4), 1554-1573.
  • Chawla, L. (2015). Benefits of nature contact for children. Journal Of Planning Literature, 30(4), 433-452.
  • Chow, A. S. Y., Jim, C. Y., & Lee, J. C. K. (2022). Education for sustainable development: Experiences from a Tree Assessment for Life Education (TALE) project in Hong Kong. Kerry J. K., Margarita, P., John, C.L. (Haz.) Soft skills and hard values: Meeting education's 21st century challenges (s. 149-163). Routledge.
  • Cin, F. M., Karlıdağ-Dennis, E., & Temiz, Z. (2020). Capabilities-based gender equality analysis of educational policy-making and reform in Turkey. Gender and Education, 32(2), 244-261.
  • Clark, H., Coll-Seck, A. M., Banerjee, A., Peterson, S., Dalglish, S. L., Ameratunga, S., Balabanova, D., Bhan, M. K., Bhutta, Z. A.,, Borrazo, J., Claeson, M., Doherty, T., El-Jardali, F., George, A. S., Gichaga, A., Gram, L., Hipgrave, D. B., Kwamie, A., Meng, Q.,... & Costello, A. (2020). A future for the world's children? A WHO–UNICEF–Lancet Commission. The Lancet, 395(10224), 605-658.
  • Dağ, Ü. (2021). Türk ve İskandinav mitolojisinde ağaç sembolizmi. Milli Folklor, 33(132).
  • Dopko, R. L., Capaldi, C. A., & Zelenski, J. M. (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 134-138.
  • Gull, C., Goldenstein, S. L., & Rosengarten, T. (2018). Benefits and risks of tree climbing on child development and resiliency. International Journal of Early Childhood Environmental Education, 5(2), 10-29.
  • Gull, C., Goldstein, S. L., & Rosengarten, T. (2020). Early childhood educators' perspectives on tree climbing. International Journal of Early Childhood Environmental Education, 8(1), 26-43.
  • Hadzigeorgiou, Y., Prevezanou, B., Kabouropoulou, M., & Konsolas, M. (2011). Teaching about the importance of trees: A study with young children. Environmental Education Research, 17(4), 519-536.
  • Hohmann, M., Weikart, D. P., & Epstein, A. S. (1995). Educating young children: Active learning practices for preschool and child care programs. High/Scope Press.
  • Kahn, P., & Kellert, S. (2002). Children and nature: Psychological, sociocultural, and evolutionary investigations. MIT Press.
  • Karaarslan-Semiz, G. K., & Temiz, Z. (2021). Turkish pre-service early childhood education teachers’ perceptions and practices of nature-based teaching on professional experience. Australian Journal of Environmental Education, 37(3), 187-207.
  • Karlıdağ-Dennis, E., Temiz, Z., & Cin, F. M. (2022). Hegemony and the neoconservative politics of early education policymaking. Children's Geographies, 20(2), 220-233.
  • Koçak, K. (2021). Hacı Bektaş Veli menakıb nâmelerinde ağaç kültü “Hırka dağı örneği”. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(Hacı Bektaş Veli Özel Sayısı), 49-57.
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin books.
  • Milli Eğitim Bakanlığı [MEB]. (2013). Okul öncesi eğitim programı. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933-938.
  • Özarslan, M. (2003). Türk kültüründe ağaç ve orman kültü. Türkbilig, (5), 94-102.
  • Pretty, J., Peacock, J., Hine, R., Sellens, M., South, N., & Griffin, M. (2007). Green exercise in the UK countryside: Effects on health and psychological well-being, and implications for policy and planning. Journal of Environmental Planning and Management, 50(2), 211-231.
  • Sandseter, E. B. H., & Sando, O. J. (2016). “We Don’t Allow Children to Climb Trees” How a focus on safety affects Norwegian children’s play in early-childhood education and care settings. American Journal of Play, 8(2), 178-200.
  • Sayılır, Ş. B. (2021). Türklerin ağaç ile mitolojik ve tarihi bağları üzerine bir değerlendirme. Genel Türk Tarihi Araştırmaları Dergisi, 3(6), 187-198.
  • Şeker, A. (2021). Türkiye Türkçesi atasözlerinde ağaç. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (24), 342-363.
  • Temiz, Z. (2017). Which one is more beautiful? Creative arts versus stereotyped art activities. Journal of Inquiry Based Activities, 7(2), 51-61.
  • Temiz, Z., & Karaarslan-Semiz, G. (2019). En iyi öğretmenim doğa: Okul öncesinde doğa temelli eğitim uygulamaları projesi kapsamında hazırlanan öğretmen etkinlikleri. Itobiad: Journal of the Human & Social Science Researches, 8(1), 315-331.
  • Temiz, Z., & Semiz, G. (2018). Combining art activities and nature in pre-school education. Erken Çocukluk Çalışmaları Dergisi, 2(3), 556-570.
  • Tillmann, S., Tobin, D., Avison, W., & Gilliland, J. (2018). Mental health benefits of interactions with nature in children and teenagers: A systematic review. Journal of Epidemiol Community Health, 72(10), 958-966.
  • Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children's understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education & Communication, 19(1), 88-100.
  • Yüksek Öğretim Kurumu [YÖK] (2018). Okul öncesi öğretmenliği lisans programı. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni Ogretmen-Yetistirme-Lisans Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf

Ağaçların Sosyal-Duygusal Hayatımızdaki Yeri ve Eğitim İçeriği Olarak Kullanılması

Year 2022, Volume: 39-1 Issue: 2, 127 - 151, 31.12.2022

Zeynep Temiz

https://doi.org/10.52597/buje.1198429

Abstract

Bu çalışmanın amacı okul öncesi öğretmen adaylarının dendroloji bilgilerini artırmak ayrıca ağaçları eğitim ortamlarında bir içerik ve materyal olarak kullanmalarını sağlamaktır. Çalışmada temel nitel araştırma deseni benimsenmiştir. Çalışmanın verilerini 2020-2021 Bahar eğitim öğretim döneminde Okul Öncesi Öğretmenliğinde eğitim gören ve “Erken Çocukluk Döneminde Çevre Eğitimi” alan 75 öğretmen adayının hazırlamış olduğu ödevler oluşturmaktadır. Katılımcılardan Covid-19 Pandemisi nedeniyle uzaktan eğitim ile devam ettikleri derste ödev olarak bir ağacı seçmeleri, seçtikleri ağacın özelliklerini tanıtmaları, ağaç ile ilgili kendi deneyimlerini paylaşmaları ve seçtikleri ağacı okul öncesi dönemdeki çocuklar için bir eğitim içeriği olarak kullanmaları istenmiştir. Toplanan veriler içerik analizi yöntemi ile analiz edilmiştir. Çalışmanın bulguları, çocukluk döneminde doğada kazanılan deneyimlerin ileriki yaşlarda ortaya çıkan etkilerine işaret etmektedir. Katılımcıların ağaçları seçmelerindeki en önemli etken çocukluklarında seçtikleri ağaçla olan olumlu deneyimleridir. Katılımcılar ağaçlarla ilgili alan gezisi, sanat çalışmaları, oyun, yiyecek hazırlama ve fidan dikme gibi etkinlikler hazırlamışlardır.

Keywords

Ağaç sevgisi ağaçların Türk kültüründeki yeri okul öncesi eğitim çevre eğitimi doğa temelli eğitim

References

  • Bailie, P. E. (2010). From the one-hour field trip to a nature preschool: Partnering with environmental organizations. Young Children, 65(4), 76-82.
  • Burns, P., O’Connor, P. A., Atance, C., & McCormack, T. (2021). More later: Delay of gratification and thought about the future in children. Child Development, 92(4), 1554-1573.
  • Chawla, L. (2015). Benefits of nature contact for children. Journal Of Planning Literature, 30(4), 433-452.
  • Chow, A. S. Y., Jim, C. Y., & Lee, J. C. K. (2022). Education for sustainable development: Experiences from a Tree Assessment for Life Education (TALE) project in Hong Kong. Kerry J. K., Margarita, P., John, C.L. (Haz.) Soft skills and hard values: Meeting education's 21st century challenges (s. 149-163). Routledge.
  • Cin, F. M., Karlıdağ-Dennis, E., & Temiz, Z. (2020). Capabilities-based gender equality analysis of educational policy-making and reform in Turkey. Gender and Education, 32(2), 244-261.
  • Clark, H., Coll-Seck, A. M., Banerjee, A., Peterson, S., Dalglish, S. L., Ameratunga, S., Balabanova, D., Bhan, M. K., Bhutta, Z. A.,, Borrazo, J., Claeson, M., Doherty, T., El-Jardali, F., George, A. S., Gichaga, A., Gram, L., Hipgrave, D. B., Kwamie, A., Meng, Q.,... & Costello, A. (2020). A future for the world's children? A WHO–UNICEF–Lancet Commission. The Lancet, 395(10224), 605-658.
  • Dağ, Ü. (2021). Türk ve İskandinav mitolojisinde ağaç sembolizmi. Milli Folklor, 33(132).
  • Dopko, R. L., Capaldi, C. A., & Zelenski, J. M. (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 134-138.
  • Gull, C., Goldenstein, S. L., & Rosengarten, T. (2018). Benefits and risks of tree climbing on child development and resiliency. International Journal of Early Childhood Environmental Education, 5(2), 10-29.
  • Gull, C., Goldstein, S. L., & Rosengarten, T. (2020). Early childhood educators' perspectives on tree climbing. International Journal of Early Childhood Environmental Education, 8(1), 26-43.
  • Hadzigeorgiou, Y., Prevezanou, B., Kabouropoulou, M., & Konsolas, M. (2011). Teaching about the importance of trees: A study with young children. Environmental Education Research, 17(4), 519-536.
  • Hohmann, M., Weikart, D. P., & Epstein, A. S. (1995). Educating young children: Active learning practices for preschool and child care programs. High/Scope Press.
  • Kahn, P., & Kellert, S. (2002). Children and nature: Psychological, sociocultural, and evolutionary investigations. MIT Press.
  • Karaarslan-Semiz, G. K., & Temiz, Z. (2021). Turkish pre-service early childhood education teachers’ perceptions and practices of nature-based teaching on professional experience. Australian Journal of Environmental Education, 37(3), 187-207.
  • Karlıdağ-Dennis, E., Temiz, Z., & Cin, F. M. (2022). Hegemony and the neoconservative politics of early education policymaking. Children's Geographies, 20(2), 220-233.
  • Koçak, K. (2021). Hacı Bektaş Veli menakıb nâmelerinde ağaç kültü “Hırka dağı örneği”. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(Hacı Bektaş Veli Özel Sayısı), 49-57.
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin books.
  • Milli Eğitim Bakanlığı [MEB]. (2013). Okul öncesi eğitim programı. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933-938.
  • Özarslan, M. (2003). Türk kültüründe ağaç ve orman kültü. Türkbilig, (5), 94-102.
  • Pretty, J., Peacock, J., Hine, R., Sellens, M., South, N., & Griffin, M. (2007). Green exercise in the UK countryside: Effects on health and psychological well-being, and implications for policy and planning. Journal of Environmental Planning and Management, 50(2), 211-231.
  • Sandseter, E. B. H., & Sando, O. J. (2016). “We Don’t Allow Children to Climb Trees” How a focus on safety affects Norwegian children’s play in early-childhood education and care settings. American Journal of Play, 8(2), 178-200.
  • Sayılır, Ş. B. (2021). Türklerin ağaç ile mitolojik ve tarihi bağları üzerine bir değerlendirme. Genel Türk Tarihi Araştırmaları Dergisi, 3(6), 187-198.
  • Şeker, A. (2021). Türkiye Türkçesi atasözlerinde ağaç. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (24), 342-363.
  • Temiz, Z. (2017). Which one is more beautiful? Creative arts versus stereotyped art activities. Journal of Inquiry Based Activities, 7(2), 51-61.
  • Temiz, Z., & Karaarslan-Semiz, G. (2019). En iyi öğretmenim doğa: Okul öncesinde doğa temelli eğitim uygulamaları projesi kapsamında hazırlanan öğretmen etkinlikleri. Itobiad: Journal of the Human & Social Science Researches, 8(1), 315-331.
  • Temiz, Z., & Semiz, G. (2018). Combining art activities and nature in pre-school education. Erken Çocukluk Çalışmaları Dergisi, 2(3), 556-570.
  • Tillmann, S., Tobin, D., Avison, W., & Gilliland, J. (2018). Mental health benefits of interactions with nature in children and teenagers: A systematic review. Journal of Epidemiol Community Health, 72(10), 958-966.
  • Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children's understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education & Communication, 19(1), 88-100.
  • Yüksek Öğretim Kurumu [YÖK] (2018). Okul öncesi öğretmenliği lisans programı. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni Ogretmen-Yetistirme-Lisans Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf
There are 30 citations in total.

Details

Primary Language Turkish
Journal Section Original Articles
Authors

Zeynep Temiz 0000-0002-4436-9737

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 39-1 Issue: 2

Cite

APA Temiz, Z. (2022). Ağaçların Sosyal-Duygusal Hayatımızdaki Yeri ve Eğitim İçeriği Olarak Kullanılması. Bogazici University Journal of Education, 39-1(2), 127-151. https://doi.org/10.52597/buje.1198429
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