I LEARN, SO I AM: A RESEARCH ON THE THOUGHTS OF LEARNING IN PRESCHOOL PERIOD

Abstract

This study was carried out to examine the opinions of five-year-old children on the concept of learning. Phenomenological pattern, one of the qualitative research methods, was used in the study. In this context, faceto-face interviews were conducted with 100 children (52 girls, 48 boys) attending pre-school education institutions and open-ended questions were asked. In addition, the children were observed during the free play time for three months. Content analysis was applied for the analysis of the data. Regarding his thoughts on learning; children associate learning with people, especially teachers and family members such as the mother who support their learning, emphasize educational environments, adult support, point to group learning with friends, describe learning as a happy and exciting situation, describe methods that can be applied to learn, and It is among the interesting findings that they attribute meaning to learning by expressing what they have learned to train. Contrary to the general belief in preschool children in the literature, children's emphasis on methods / strategies for learning has been the most interesting finding of the study. How children evaluate their learning experience and their experiences and experiences related to learning; Considering the fact that it will have an impact on their approaches to learning and shape the perspectives of future adults on learning, learning experiences and space / environment arrangements that make learning meaningful and interesting for children should be presented. In addition to these, the importance of encouraging approaches that adults show to children in the learning process should also be taken into account. This study is limited to 100 children, it may be suggested to plan larger-scale studies based on the research findings.