Öz

Fiziksel aktivite, okul öncesi çocukların genel gelişimini (fiziksel, psikolojik, sosyal, akademik vb.) büyük ölçüde artırır. Bu nedenle, günlerinin önemli bir bölümünü okul ortamında kontrollü ve planlı bir ortamda geçiren okul öncesi çocukların okul öğrenme ortamlarındaki fiziksel aktiviteye yönelik uygulamalarda neler gerçekleştiğini incelemek önemlidir. Bu önemden hareketle, bu çalışmanın amacı, Türkiye'deki devlet ve özel okul öncesi kurumlarda öğrenim gören öğrencilerin Hareket Etkinliği uygulamalarındaki fiziksel aktivite düzeylerini, fiziksel aktivite türlerini, uygulamaların bağlamını/içeriğini, öğretmen katılımını ve öğretmen teşvikini karşılaştırmaktır. Çalışmaya, kolay ulaşılabilir örnekleme yoluyla belirlenen 23'ü devlet okullarında, 27'si özel okullarda çalışan 50 kadın okul öncesi öğretmeni katılmıştır. Veriler, Okul Öncesi Çocuklar için Fitnes Eğitim Süresini Gözlemleme Sistemi kullanılarak toplanmıştır. Bulgular hem devlet okullarında hem de özel okullardaki çocukların okul öncesi öğretim programında yer alan Hareket Etkinliği uygulamaları sırasında uygulama sürelerinin çoğunu oturarak (devlet %49.22, özel %47.88) ve ayakta (devlet %39.80, özel %42.54) geçirdiklerini ortaya koymuştur. Hareket Etkinliği uygulama süresinin çoğunda fiziksel aktivite türünün uzanma/oturma/çömelme/ayakta durma (devlet %81.8, özel %84.27), uygulamaların bağlamının/içeriğinin oyun oynama (devlet %73.68, özel %63,59), öğretmen katılımının gözlemleme (devlet %63.58, özel %71.54) olduğu ve öğretmen etkileşiminin sınıf içinde ve dışında fiziksel aktivite/fitnes/motor becerileri teşvik etmeyi içermediği görülmüştür. Bu bulgular ışığında, okul öncesi çocukların fiziksel olarak hareketsizliğinin olası nedenlerini ve öğretmenlerin öğrencileri hareketsiz tutan öğretme davranışı ve uygulama içeriklerini ortaya koymak için daha fazla araştırma yapılması ve okul öncesi fiziksel aktivite hedeflerine ulaşmaktan uzak olmasına bağlı olarak, okul öncesi öğretmen yetiştirme programlarında ve okul öncesi Hareket Etkinliği içeriğinde gerekli düzenlemelerin yapılması önerilmektedir.

Anahtar Kelimeler: Okul öncesi eğitim, Hareket etkinliği, Fiziksel aktivite, Sistematik gözlem, SOFIT-P

Kaynakça

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Çiçek, İ., & Saraç, L. (2025). Okul öncesi hareket etkinliği uygulamalarında öğrenci fiziksel aktivitesi, ders içeriği ve öğretmen davranışı. Eğitim Ve Bilim, 1-22. https://doi.org/10.15390/ES.2025.2578