Research Article
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Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi

Year 2019, Volume: 16 Issue: 1, 48 - 67, 01.04.2019

Abstract

DOI: 10.26650/hayef.2019.18007


Bu araştırma, sınıf öğretmenlerinin ilk
okuma ve yazma öğretiminde kullandıkları çocuk oyunları ve bunların kullanılma
durumlarını belirlemeye yönelik nitel bir çalışmadır. Bu bağlamda araştırma
durum saptamaya yönelik betimsel bir çalışma olup, nitel araştırma
yöntemlerinden durum çalışması olarak desenlemiştir. Araştırma 2014-2015 eğitim
öğretim yılında Sakarya ilinde görev yapan toplam 20 ilkokul birinci sınıf
öğretmeniyle gerçekleştirilmiştir. Araştırmada veri toplamak amacıyla
araştırmacılar tarafından geliştirilen 9 maddelik yarı yapılandırılmış görüşme
formu kullanılmıştır. Elde edilen veriler içerik analizi yöntemi kullanılarak
çözümlenmiştir. Bu araştırmanın sonucunda sınıf öğretmenlerinin grup oyunlarını
ve teknoloji destekli oyunları bireysel oyunlara göre daha fazla tercih
ettikleri görülmüştür. Araştırmaya katılan sınıf öğretmenlerinin ilk okuma
yazma öğretiminde oyunlarla öğretim yaparken karşılaştıkları zorluklar
arasında,  sınıf mevcutlarının kalabalık
olması nedeniyle süre yetersizliği ve disiplin sorunları, kurallara uymakta
yaşanan güçlük, okul imkânlarının yetersizliği, öğrencilerin bireysel
farklılıklarından kaynaklanan sebeplerin öne çıktığı belirlenmiştir.


Cite this article as: Öztürk, E. ve Aksu,
D. (2019). Determining the usage situation of children’s games in initial
literacy teaching. HAYEF: Journal of Education, 16(1); 48-67. 

References

  • Altun, E. ve Dikbaş, E. (2005). Eğitsel bilgisayar oyunlarının ilköğretim öğrencileri üzerindeki etkileri. Eğitimde Oyun Sempozyumu Bildiri Kitabı, Ankara. Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function: Status of research and future directions. American Journal of Play, 6, 98-110. Bisson, C., & Luckner, J. (1996). Fun in learning: The pedagogical role of fun in adventure education. Journal of Experiential Education, 19(2), 108-112. Bouras, C., Igglesis, V., Kapoulas, V., Misedakis, I., Dziabenko, O., Koubek, A. & Sfiri, A. (2004). Game based learning using web technologies. International Journal of Intelligent Games & Simulation, 3(2), 70-87. Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş. ve Çakmak, E. K. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi. Cheng, D. P. (2011). Learning through play in Hong Kong: Policy or practice? In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood educatio (pp. 100-111). New York: Routledge. Christie, J. F., & Roskos, K. A. (2013). Play’s potential in early literacy development. In Encyclopedia of early childhood development online. http://www.child-encyclopedia.com/sites/default/files/textes-experts /en/ 774/plays-potential-in-early-literacy-development.pdf adresinden 28.12.2018 tarihinde edinilmiştir. Clark, D., Nelson, B., Sengupta, P., & D’Angelo, C. (2009). Rethinking science learning through digital games and simulations: Genres, examples, and evidence. In Learning science: Computer games, simulations, and education workshop sponsored by the National Academy of Sciences, Washington, DC. Dağbaşı, G. (2007). Oyun tekniği ve Arapça öğretiminde kullanımı, Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. DeHaan, J. (2005). Learning language through video games: A Theoretical Framework, An Evaluation of Game Genres and questions for Future Research. SP Schaffer & ML Price (Eds), 229-239. Eberle, S. G. (2011). Playing with the multiple intelligences: How play helps them grow. American Journal of Play, 4(1), 19-51. Einarsdottir, J. (2015). Play and literacy: A collaborative action research project in preschool. Scandinavian Journal of Educational Research, 58(1), 93-109. Evans, J. (2012). This is me: Developing literacy and a sense of self through play, talk and stories. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 40(3), 315-331. Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361-377. Gözalan, E. (2013). Oyun temelli dikkat eğitim programının 5-6 yaş çocuklarının dikkat ve dil becerilerine etkisinin incelenmesi. Doktora tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü. Hanbaba, L. ve Bektaş, M. (2011). Oyunla öğretim yönteminin hayat bilgisi dersi başarısı ve tutumuna etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 115-126. Hanline, M. F. (2001). Supporting emergent literacy in play-based activities. Young Exceptional Children, 4(4), 10-15. Hartmann, W. (2002). Toy culture in preschool education and children’s toy preferences in Viennese kindergartens (Austria) and in German-speaking kindergartens in South Tyrol (Italy). In Symposium of Toy Culture in Preschool Education and Children’s Toy Preferences: Common Features and Differences in Europe and Across the World. Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Orlando, FL: Naval Air Warfare Center. Howard, J. (2010). Early years practitioners’ perceptions of play: An exploration of theoretical understanding, planning and involvement, confidence and barriers to practice. Educational & Child Psychology, 27, 91-102. Koç Akran, S. ve Kocaman, İ. (2018). Oyun tabanlı öğrenme-öğretme modelinin okul öncesi çocuklarının öğrenme tercihlerine etkisi. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(2). Lockhart, S. (2010). Play: An important tool for cognitive development. HighScope Extensions, 24(3), 1-17. Lynch, M. (2015). More play please: The perspectives of kindergarten teachers on play in the classroom. American Journal of Play, 7(3), 347-370. McInnes, K., Howard, J., Miles, G., & Crowley, K. (2011). Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play. Early Years, 31(2), 121-133. Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. Thousand Oaks, CA: Sage. Moon, K., & Reifel, S. (2008). Play and literacy learning in a diverse language pre-kindergarten classroom. Contemporary Issues in Early Childhood, 9(1), 49-65. National Association for the Education of Young Children [NAEYC]. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: Author. O’Neil, H. F., Wainess, R. & Baker, Eva L. (2005). Classification of learning outcomes: Evidence from the computer games literature. The Curriculum Journal, 16(4): 455-47. Saracho, O. N. (2004). Supporting literacy-related play: Roles for teachers of young children. Early Childhood Education Journal, 31(3), 201-206. Scully, P., & Roberts, H. (2002). Phonics, expository writing, and reading aloud: Playful literacy in the primary grades. Early Childhood Education Journal, 30(2), 93-99. Smith, P., & Pellegrini, A. (2013). Learning through play. In R. E. Tremblay, R. G. Barr, R. D. Peters, & M. Boivin (Eds.), Encyclopedia on Early Childhood Development, (pp. 1-6). Montreal, Quebec: Centre of Excellence for Early Childhood Development. Van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45, 511-534. Wohlwend, K. (2013). Literacy playshop: New literacies, popular media, and play in the early childhood classroom. New York, NY: Teachers College Press. Wrzesien, M., & Alcaniz Raya, M. (2010). Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior procest. Computers & Education, 55(1), 178-187. Yıldırım, K. (2010). Nitel araştırmalarda niteliği artırma. İlköğretim Online, 9(1), 79-92. Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yılmaz, E. (2018). Sınıf öğretmenleri ve sınıf öğretmeni adaylarının görüşlerine göre eğitsel bilgisayar oyunlarıyla öğretim. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(1).
  • Extended Summary Meeting with the school is one of the most important events in the child’s life. The child, who tries to cope with the stress of separation from his family for a long time, finds himself in a very different and difficult learning process in the first year of primary school, both as reading and writing. One of his favorite activities is playing games. One of the first activities that comes to mind when you think of what can be done to facilitate that stressful and difficult process is playing games. According to Smith and Pellegrini (2013), game is beneficial for children’s physical, linguistic, social, emotional and cognitive development. Games facilitate children’s language development. The research shows that children develop their verbal skills, increase their vocabulary and improve their language comprehension skills during the game (Eberle, 2011; Smith and Pellegrini, 2013). Via game children use and develop critical cognitive skills that are part of the executive function and the high-level thinking capacities that underlie learning complex academic skills such as literacy (Lockhart, 2010). Evans (2012) also says that children develop their literacy skills through links between speech, games and stories. Children learn literacy skills while reading stories, talking and playing together. The games used in the initial literacy process support learning, teaching and evaluation processes. Knowing the games that can be used in the initial literacy teaching process, designing the content of these games to match the content of the curriculum, and determining whether teachers have a common idea about how to benefit from these games have importance in today’s education concept. This study was carried out in order to get the opinions of the teachers about the use of children’s games and their use in the initial literacy teaching. For this purpose, answers to the following questions were sought. 1. Are children’s games included in the initial literacy teaching? Why? 2. Are individual games, group games or technology supported games preferred? Why? 3. Which games are included in which stage of initial literacy teaching? 4. What are the difficulties encountered when teaching with games in the initial literacy teaching? 5. What are the contributions of these games to the students’ literacy learning process? Method This research is a qualitative study to determine the opinions of the primary school teachers about the use of children’s games and their usag situation of children’s games in the initial literacy teaching. In this context, the research is a descriptive study aimed at determining the status of the study. In the research, convenience sampling was used from purposeful sampling methods. The study group consisted of 20 primary school teachers in the first grade of 5 state primary schools in Sakarya province. A 9-item semi-structured interview form developed by the researchers was used to collect data. This form was sent to the field experts (3 primary school teacher education, 2 Turkish education) and opinions were taken. The interview form developed as 15 items in the first form was reduced to 9 items in line with the feedback received. In order to determine the comprehensibility of the items in the interview form, 30 teachers were applied to the teacher candidates who were in their last year of primary school teaching education . Finally, 15 primary school teachers working in primary schools were applied and necessary corrections were made in the interview form. The data were analyzed by using content analysis techniques. In the study, the data obtained from the opinions of the teachers are coded around certain concepts according to their similarities and themes are formed. Codes and themes are organized. Research questions were transformed into themes and five themes were created. These themes are: (i) Reasons for participating in the Games, (ii) the choice of individual, group and technology supported games, (iii) the preferred games according to the stages of the initial literacy instruction, (iv) the difficulties encountered, (v) the contribution of the game to this process. The results were presented with a descriptive description and the findings were described descriptively. The data were coded by two researchers. Findings, Conclusion and Discussion When the findings related to the first question of the study are examined, it is seen that all the teachers who participated in the research included children’s games in the initial literacy teaching. When the findings related to the second question of the study are examined, it was determined that the primary school teachers who participated in the research included both individual games, group games and technology supported games in the initial literacy teaching. When the findings related to the third question of the study were examined, it was found that the primary school teachers who participated in the research gave place to the games in each stage of the initial reading and writing instruction, preparation, voice recognition and reading, reading and writing, syllable, word and sentence stage. When the findings related to the fourth question of the research were examined, the difficulties encountered by the primary school teachers during the teaching of the initial literacy instruction were found to be insufficient due to the lack of time and discipline problems, difficulty in following the rules, lack of school facilities, and the reasons arising from the individual differences of the students. It has been identified. When the findings about the fifth question of the study were examined, it was stated that the games used in the initial literacy teaching of the primary school teachers who participated in the research gave positive contributions to the students’ literacy learning process. When these contributions are examined, it is seen that especially the games facilitate, accelerate and make fun of the initial reading and writing learning process, increase the persistence of the learned, improve the vocabulary, and increase the interest, desire and motivation of the students.
Year 2019, Volume: 16 Issue: 1, 48 - 67, 01.04.2019

Abstract

References

  • Altun, E. ve Dikbaş, E. (2005). Eğitsel bilgisayar oyunlarının ilköğretim öğrencileri üzerindeki etkileri. Eğitimde Oyun Sempozyumu Bildiri Kitabı, Ankara. Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function: Status of research and future directions. American Journal of Play, 6, 98-110. Bisson, C., & Luckner, J. (1996). Fun in learning: The pedagogical role of fun in adventure education. Journal of Experiential Education, 19(2), 108-112. Bouras, C., Igglesis, V., Kapoulas, V., Misedakis, I., Dziabenko, O., Koubek, A. & Sfiri, A. (2004). Game based learning using web technologies. International Journal of Intelligent Games & Simulation, 3(2), 70-87. Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş. ve Çakmak, E. K. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi. Cheng, D. P. (2011). Learning through play in Hong Kong: Policy or practice? In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood educatio (pp. 100-111). New York: Routledge. Christie, J. F., & Roskos, K. A. (2013). Play’s potential in early literacy development. In Encyclopedia of early childhood development online. http://www.child-encyclopedia.com/sites/default/files/textes-experts /en/ 774/plays-potential-in-early-literacy-development.pdf adresinden 28.12.2018 tarihinde edinilmiştir. Clark, D., Nelson, B., Sengupta, P., & D’Angelo, C. (2009). Rethinking science learning through digital games and simulations: Genres, examples, and evidence. In Learning science: Computer games, simulations, and education workshop sponsored by the National Academy of Sciences, Washington, DC. Dağbaşı, G. (2007). Oyun tekniği ve Arapça öğretiminde kullanımı, Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. DeHaan, J. (2005). Learning language through video games: A Theoretical Framework, An Evaluation of Game Genres and questions for Future Research. SP Schaffer & ML Price (Eds), 229-239. Eberle, S. G. (2011). Playing with the multiple intelligences: How play helps them grow. American Journal of Play, 4(1), 19-51. Einarsdottir, J. (2015). Play and literacy: A collaborative action research project in preschool. Scandinavian Journal of Educational Research, 58(1), 93-109. Evans, J. (2012). This is me: Developing literacy and a sense of self through play, talk and stories. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 40(3), 315-331. Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361-377. Gözalan, E. (2013). Oyun temelli dikkat eğitim programının 5-6 yaş çocuklarının dikkat ve dil becerilerine etkisinin incelenmesi. Doktora tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü. Hanbaba, L. ve Bektaş, M. (2011). Oyunla öğretim yönteminin hayat bilgisi dersi başarısı ve tutumuna etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 115-126. Hanline, M. F. (2001). Supporting emergent literacy in play-based activities. Young Exceptional Children, 4(4), 10-15. Hartmann, W. (2002). Toy culture in preschool education and children’s toy preferences in Viennese kindergartens (Austria) and in German-speaking kindergartens in South Tyrol (Italy). In Symposium of Toy Culture in Preschool Education and Children’s Toy Preferences: Common Features and Differences in Europe and Across the World. Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Orlando, FL: Naval Air Warfare Center. Howard, J. (2010). Early years practitioners’ perceptions of play: An exploration of theoretical understanding, planning and involvement, confidence and barriers to practice. Educational & Child Psychology, 27, 91-102. Koç Akran, S. ve Kocaman, İ. (2018). Oyun tabanlı öğrenme-öğretme modelinin okul öncesi çocuklarının öğrenme tercihlerine etkisi. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(2). Lockhart, S. (2010). Play: An important tool for cognitive development. HighScope Extensions, 24(3), 1-17. Lynch, M. (2015). More play please: The perspectives of kindergarten teachers on play in the classroom. American Journal of Play, 7(3), 347-370. McInnes, K., Howard, J., Miles, G., & Crowley, K. (2011). Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play. Early Years, 31(2), 121-133. Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. Thousand Oaks, CA: Sage. Moon, K., & Reifel, S. (2008). Play and literacy learning in a diverse language pre-kindergarten classroom. Contemporary Issues in Early Childhood, 9(1), 49-65. National Association for the Education of Young Children [NAEYC]. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: Author. O’Neil, H. F., Wainess, R. & Baker, Eva L. (2005). Classification of learning outcomes: Evidence from the computer games literature. The Curriculum Journal, 16(4): 455-47. Saracho, O. N. (2004). Supporting literacy-related play: Roles for teachers of young children. Early Childhood Education Journal, 31(3), 201-206. Scully, P., & Roberts, H. (2002). Phonics, expository writing, and reading aloud: Playful literacy in the primary grades. Early Childhood Education Journal, 30(2), 93-99. Smith, P., & Pellegrini, A. (2013). Learning through play. In R. E. Tremblay, R. G. Barr, R. D. Peters, & M. Boivin (Eds.), Encyclopedia on Early Childhood Development, (pp. 1-6). Montreal, Quebec: Centre of Excellence for Early Childhood Development. Van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45, 511-534. Wohlwend, K. (2013). Literacy playshop: New literacies, popular media, and play in the early childhood classroom. New York, NY: Teachers College Press. Wrzesien, M., & Alcaniz Raya, M. (2010). Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior procest. Computers & Education, 55(1), 178-187. Yıldırım, K. (2010). Nitel araştırmalarda niteliği artırma. İlköğretim Online, 9(1), 79-92. Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yılmaz, E. (2018). Sınıf öğretmenleri ve sınıf öğretmeni adaylarının görüşlerine göre eğitsel bilgisayar oyunlarıyla öğretim. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(1).
  • Extended Summary Meeting with the school is one of the most important events in the child’s life. The child, who tries to cope with the stress of separation from his family for a long time, finds himself in a very different and difficult learning process in the first year of primary school, both as reading and writing. One of his favorite activities is playing games. One of the first activities that comes to mind when you think of what can be done to facilitate that stressful and difficult process is playing games. According to Smith and Pellegrini (2013), game is beneficial for children’s physical, linguistic, social, emotional and cognitive development. Games facilitate children’s language development. The research shows that children develop their verbal skills, increase their vocabulary and improve their language comprehension skills during the game (Eberle, 2011; Smith and Pellegrini, 2013). Via game children use and develop critical cognitive skills that are part of the executive function and the high-level thinking capacities that underlie learning complex academic skills such as literacy (Lockhart, 2010). Evans (2012) also says that children develop their literacy skills through links between speech, games and stories. Children learn literacy skills while reading stories, talking and playing together. The games used in the initial literacy process support learning, teaching and evaluation processes. Knowing the games that can be used in the initial literacy teaching process, designing the content of these games to match the content of the curriculum, and determining whether teachers have a common idea about how to benefit from these games have importance in today’s education concept. This study was carried out in order to get the opinions of the teachers about the use of children’s games and their use in the initial literacy teaching. For this purpose, answers to the following questions were sought. 1. Are children’s games included in the initial literacy teaching? Why? 2. Are individual games, group games or technology supported games preferred? Why? 3. Which games are included in which stage of initial literacy teaching? 4. What are the difficulties encountered when teaching with games in the initial literacy teaching? 5. What are the contributions of these games to the students’ literacy learning process? Method This research is a qualitative study to determine the opinions of the primary school teachers about the use of children’s games and their usag situation of children’s games in the initial literacy teaching. In this context, the research is a descriptive study aimed at determining the status of the study. In the research, convenience sampling was used from purposeful sampling methods. The study group consisted of 20 primary school teachers in the first grade of 5 state primary schools in Sakarya province. A 9-item semi-structured interview form developed by the researchers was used to collect data. This form was sent to the field experts (3 primary school teacher education, 2 Turkish education) and opinions were taken. The interview form developed as 15 items in the first form was reduced to 9 items in line with the feedback received. In order to determine the comprehensibility of the items in the interview form, 30 teachers were applied to the teacher candidates who were in their last year of primary school teaching education . Finally, 15 primary school teachers working in primary schools were applied and necessary corrections were made in the interview form. The data were analyzed by using content analysis techniques. In the study, the data obtained from the opinions of the teachers are coded around certain concepts according to their similarities and themes are formed. Codes and themes are organized. Research questions were transformed into themes and five themes were created. These themes are: (i) Reasons for participating in the Games, (ii) the choice of individual, group and technology supported games, (iii) the preferred games according to the stages of the initial literacy instruction, (iv) the difficulties encountered, (v) the contribution of the game to this process. The results were presented with a descriptive description and the findings were described descriptively. The data were coded by two researchers. Findings, Conclusion and Discussion When the findings related to the first question of the study are examined, it is seen that all the teachers who participated in the research included children’s games in the initial literacy teaching. When the findings related to the second question of the study are examined, it was determined that the primary school teachers who participated in the research included both individual games, group games and technology supported games in the initial literacy teaching. When the findings related to the third question of the study were examined, it was found that the primary school teachers who participated in the research gave place to the games in each stage of the initial reading and writing instruction, preparation, voice recognition and reading, reading and writing, syllable, word and sentence stage. When the findings related to the fourth question of the research were examined, the difficulties encountered by the primary school teachers during the teaching of the initial literacy instruction were found to be insufficient due to the lack of time and discipline problems, difficulty in following the rules, lack of school facilities, and the reasons arising from the individual differences of the students. It has been identified. When the findings about the fifth question of the study were examined, it was stated that the games used in the initial literacy teaching of the primary school teachers who participated in the research gave positive contributions to the students’ literacy learning process. When these contributions are examined, it is seen that especially the games facilitate, accelerate and make fun of the initial reading and writing learning process, increase the persistence of the learned, improve the vocabulary, and increase the interest, desire and motivation of the students.
There are 2 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ergün Öztürk This is me

Dursun Aksu

Publication Date April 1, 2019
Published in Issue Year 2019 Volume: 16 Issue: 1

Cite

APA Öztürk, E., & Aksu, D. (2019). Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi. HAYEF Journal of Education, 16(1), 48-67.
AMA Öztürk E, Aksu D. Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi. HAYEF Journal of Education. April 2019;16(1):48-67.
Chicago Öztürk, Ergün, and Dursun Aksu. “Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi”. HAYEF Journal of Education 16, no. 1 (April 2019): 48-67.
EndNote Öztürk E, Aksu D (April 1, 2019) Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi. HAYEF Journal of Education 16 1 48–67.
IEEE E. Öztürk and D. Aksu, “Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi”, HAYEF Journal of Education, vol. 16, no. 1, pp. 48–67, 2019.
ISNAD Öztürk, Ergün - Aksu, Dursun. “Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi”. HAYEF Journal of Education 16/1 (April 2019), 48-67.
JAMA Öztürk E, Aksu D. Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi. HAYEF Journal of Education. 2019;16:48–67.
MLA Öztürk, Ergün and Dursun Aksu. “Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi”. HAYEF Journal of Education, vol. 16, no. 1, 2019, pp. 48-67.
Vancouver Öztürk E, Aksu D. Çocuk Oyunlarının İlk Okuma Yazma Öğretiminde Kullanılma Durumlarının Belirlenmesi. HAYEF Journal of Education. 2019;16(1):48-67.