Books by Ecehan Atmaca
Current Researches in Educational Sciences II, (Chapter 10, pp. 120-168). Ankara: Akademisyen Bookstore., 2020
This study aims to examine objectives, content, learning experiences and
evaluation components of... more This study aims to examine objectives, content, learning experiences and
evaluation components of the curriculum for first grade elementary school implementations inspired by Reggio Emilia approach, and by doing so, to reveal how teacher roles change in such teaching processes and provide recommendations for the implementers. The study was carried out by using holistic single case design. Participant observation, document analysis and semi-structured interview tools were used in order to obtain in-depth information. 32 participants, including first grade elementary school students, class teachers, atelieristas and school psychologist, voluntarily took part in the study. The data of the study were analysed with descriptive analysis technique. The study found that the participants made use of the teacher observations and
the school philosophy as well as the official curriculum when setting the learning outcomes for the activities inspired by Reggio Emilia approach. As for the creation of the content, it was seen that the provocations to raise children’s curiosity, circle chats and the students’ demands were taken into consideration. The learning experiences in the implementations inspired by Reggio Emilia approach were examined for their features in five different aspects including activities, teacher roles, physical, social and emotional environment. In the physical environment, features similar to schools embracing Reggio Emilia approach came out both in the materials and the space. In respect to the emotional environment, it was seen that during the activities inspired by Reggio Emilia approach, the children experienced learning by doing with desire and excitement, learned from wondering, took pleasure and developed self-confidence throughout this process. For the social environment, it was found that the children and teachers were cooperating and helping each other, the forest practices contributed to this state and the course continued with codecision. As for the activities, it was concluded that in addition to the projects developing by the child’s curiosity, the activities which children can participate actively and individual differences were taken into consideration. The study concludedthat the teachers took various roles such as curiosity seeker, researcher, student in order to let students carry out their learning. It was discovered that these roles caused anxiety at the beginning but then they led to satisfaction and intrinsic motivation. It was revealed that in the implementations inspired by Reggio Emilia approach, teachers wrote documentation as evaluation tools and besides this; worksheets, multidisciplinary work and rating scales were used. In conclusion, it can be stated that the first grade elementary school implementations inspired by Reggio Emilia relate to the theoretical framework of the approach to a great extent, especially emergent curriculum insight is adopted by the participants and in addition to this, this approach leads to variance in teacher roles.
Book Reviews by Ecehan Atmaca
Gece Publising , 2022
The research question has been constructed as “How are the experiences of the teachers, administr... more The research question has been constructed as “How are the experiences of the teachers, administrators
and parents about the forest school implementations?”. Within the scope of the main research question,
the following questions are suposedtobe responded:
1. What are the expectations of the stakeholders on the forest school implementations and at what
extent are those expectations met?
2. What are the gains of forest school implementations?
3. How do the forest school implementations take part in the curriculum?
4. What are the metaphors the stakeholders use about the forest school implementations?
5. What are the challeneges faced in forest school implementations?
6. What are the requirements for forest school implementations?
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Books by Ecehan Atmaca
evaluation components of the curriculum for first grade elementary school implementations inspired by Reggio Emilia approach, and by doing so, to reveal how teacher roles change in such teaching processes and provide recommendations for the implementers. The study was carried out by using holistic single case design. Participant observation, document analysis and semi-structured interview tools were used in order to obtain in-depth information. 32 participants, including first grade elementary school students, class teachers, atelieristas and school psychologist, voluntarily took part in the study. The data of the study were analysed with descriptive analysis technique. The study found that the participants made use of the teacher observations and
the school philosophy as well as the official curriculum when setting the learning outcomes for the activities inspired by Reggio Emilia approach. As for the creation of the content, it was seen that the provocations to raise children’s curiosity, circle chats and the students’ demands were taken into consideration. The learning experiences in the implementations inspired by Reggio Emilia approach were examined for their features in five different aspects including activities, teacher roles, physical, social and emotional environment. In the physical environment, features similar to schools embracing Reggio Emilia approach came out both in the materials and the space. In respect to the emotional environment, it was seen that during the activities inspired by Reggio Emilia approach, the children experienced learning by doing with desire and excitement, learned from wondering, took pleasure and developed self-confidence throughout this process. For the social environment, it was found that the children and teachers were cooperating and helping each other, the forest practices contributed to this state and the course continued with codecision. As for the activities, it was concluded that in addition to the projects developing by the child’s curiosity, the activities which children can participate actively and individual differences were taken into consideration. The study concludedthat the teachers took various roles such as curiosity seeker, researcher, student in order to let students carry out their learning. It was discovered that these roles caused anxiety at the beginning but then they led to satisfaction and intrinsic motivation. It was revealed that in the implementations inspired by Reggio Emilia approach, teachers wrote documentation as evaluation tools and besides this; worksheets, multidisciplinary work and rating scales were used. In conclusion, it can be stated that the first grade elementary school implementations inspired by Reggio Emilia relate to the theoretical framework of the approach to a great extent, especially emergent curriculum insight is adopted by the participants and in addition to this, this approach leads to variance in teacher roles.
Book Reviews by Ecehan Atmaca
and parents about the forest school implementations?”. Within the scope of the main research question,
the following questions are suposedtobe responded:
1. What are the expectations of the stakeholders on the forest school implementations and at what
extent are those expectations met?
2. What are the gains of forest school implementations?
3. How do the forest school implementations take part in the curriculum?
4. What are the metaphors the stakeholders use about the forest school implementations?
5. What are the challeneges faced in forest school implementations?
6. What are the requirements for forest school implementations?
evaluation components of the curriculum for first grade elementary school implementations inspired by Reggio Emilia approach, and by doing so, to reveal how teacher roles change in such teaching processes and provide recommendations for the implementers. The study was carried out by using holistic single case design. Participant observation, document analysis and semi-structured interview tools were used in order to obtain in-depth information. 32 participants, including first grade elementary school students, class teachers, atelieristas and school psychologist, voluntarily took part in the study. The data of the study were analysed with descriptive analysis technique. The study found that the participants made use of the teacher observations and
the school philosophy as well as the official curriculum when setting the learning outcomes for the activities inspired by Reggio Emilia approach. As for the creation of the content, it was seen that the provocations to raise children’s curiosity, circle chats and the students’ demands were taken into consideration. The learning experiences in the implementations inspired by Reggio Emilia approach were examined for their features in five different aspects including activities, teacher roles, physical, social and emotional environment. In the physical environment, features similar to schools embracing Reggio Emilia approach came out both in the materials and the space. In respect to the emotional environment, it was seen that during the activities inspired by Reggio Emilia approach, the children experienced learning by doing with desire and excitement, learned from wondering, took pleasure and developed self-confidence throughout this process. For the social environment, it was found that the children and teachers were cooperating and helping each other, the forest practices contributed to this state and the course continued with codecision. As for the activities, it was concluded that in addition to the projects developing by the child’s curiosity, the activities which children can participate actively and individual differences were taken into consideration. The study concludedthat the teachers took various roles such as curiosity seeker, researcher, student in order to let students carry out their learning. It was discovered that these roles caused anxiety at the beginning but then they led to satisfaction and intrinsic motivation. It was revealed that in the implementations inspired by Reggio Emilia approach, teachers wrote documentation as evaluation tools and besides this; worksheets, multidisciplinary work and rating scales were used. In conclusion, it can be stated that the first grade elementary school implementations inspired by Reggio Emilia relate to the theoretical framework of the approach to a great extent, especially emergent curriculum insight is adopted by the participants and in addition to this, this approach leads to variance in teacher roles.
and parents about the forest school implementations?”. Within the scope of the main research question,
the following questions are suposedtobe responded:
1. What are the expectations of the stakeholders on the forest school implementations and at what
extent are those expectations met?
2. What are the gains of forest school implementations?
3. How do the forest school implementations take part in the curriculum?
4. What are the metaphors the stakeholders use about the forest school implementations?
5. What are the challeneges faced in forest school implementations?
6. What are the requirements for forest school implementations?