{"id":5773,"date":"2025-11-04T10:48:07","date_gmt":"2025-11-04T10:48:07","guid":{"rendered":"https:\/\/sidekresbursa2.sinmedya.com.tr\/?p=5773"},"modified":"2025-11-26T17:23:01","modified_gmt":"2025-11-26T17:23:01","slug":"okul-oncesi-donemde-okula-uyum-oryantasyon-sureci-2","status":"publish","type":"post","link":"https:\/\/sidekresbursa.com.tr\/index.php\/2025\/11\/04\/okul-oncesi-donemde-okula-uyum-oryantasyon-sureci-2\/","title":{"rendered":"Okul \u00d6ncesi D\u00f6nemde Okula Uyum (Oryantasyon) S\u00fcreci"},"content":{"rendered":"\t\t
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\u00a0 Okul \u00f6ncesi d\u00f6nemde de\u011fi\u015fen sosyal \u00e7evre, \u00e7ocu\u011fun sosyal ve bili\u015fsel geli\u015fim s\u00fcre\u00e7lerini olumlu y\u00f6nde etkilemektedir. Bu s\u00fcre\u00e7te ya\u015fanan en temel \u00e7evre de\u011fi\u015fikli\u011fi okula ba\u015flama olarak g\u00f6r\u00fclmektedir (Ladd ve Price, 1987). Aile ortam\u0131ndan farkl\u0131 olan ve \u00e7ocu\u011fa yeni ya\u015fam deneyimleri sunan bu de\u011fi\u015fiklik (Erkan, 2011), beraberinde okula uyum kavram\u0131n\u0131 da getirmektedir. \u00c7ocuklar\u0131n okula uyum s\u00fcreci bir\u00e7ok farkl\u0131 de\u011fi\u015fkenden etkilenebilmektedir. Okula ba\u015far\u0131l\u0131 bir ge\u00e7i\u015f sa\u011flama s\u00fcrecinde, \u00e7ocu\u011fun sosyal \u00e7evresinde yer alan \u00f6\u011fretmen, aile ve okul \u00f6ncesi kurum g\u00f6revlilerinin kritik bir role sahip oldu\u011fu bilinmektedir (Rimm-Kaufman ve Pianta, 2000).<\/p>\n

\u00a0 Anaokuluna ba\u015flama s\u00fcreci \u00e7ocuklar, ebeveynler ve \u00f6\u011fretmenler a\u00e7\u0131s\u0131ndan \u00f6nemli kilometre ta\u015flar\u0131ndan biridir (McIntyre, Eckert, Fiese, DiGennaro ve Wildenger, 2007). Bu s\u00fcre\u00e7, \u00e7ocuklar i\u00e7in \u00f6nemli bir geli\u015fimsel ad\u0131m (Krapp ve Fink, 1992) olmakla birlikte \u00e7ocuklar\u0131n ve ailelerin hayat\u0131nda bir dizi de\u011fi\u015fimi gerekli k\u0131lmaktad\u0131r (La Paro, Kraft-Sayre, ve Pianta, 2003). Okula ba\u015flama s\u00fcrecinde \u00e7ocuklar yeni tan\u0131\u015ft\u0131klar\u0131 \u00f6\u011fretmenleri ve akranlar\u0131yla sosyal ili\u015fkiler kurmaya, ilk defa bulunduklar\u0131 fiziksel ortamlar\u0131 tan\u0131maya ve ayak uydurmaya \u00e7al\u0131\u015fmaktad\u0131rlar (Krapp ve Fink, 1992). Dolay\u0131s\u0131yla okula ba\u015flayan \u00e7ocu\u011fun ger\u00e7ekle\u015ftirmesi beklenen ilk g\u00f6rev bu yeniliklere uyum sa\u011flayabilmesidir (Kaya, 2014). Ancak \u00e7ocuklar\u0131n hayat\u0131nda kritik role sahip olan bu s\u00fcre\u00e7, \u00e7ocuklar ve aileler i\u00e7in stresli bir duruma d\u00f6n\u00fc\u015febilmektedir (Hanson vd., 2000).<\/p>\n

\u00a0 Okul ya\u015fam\u0131n\u0131n do\u011fal getirileri olan; ebeveynden ayr\u0131lma, di\u011fer \u00e7ocuklar ile ge\u00e7inebilme, rutine ayak uydurabilme, uzun s\u00fcreli aktiflik ve uyan\u0131k kalma durumlar\u0131 uyum s\u00fcrecinde \u00e7ocuklar\u0131 zorlayabilmektedir (Rimm-Kaufman ve Pianta, 2000). \u00c7ocuklar\u0131n ya\u015fad\u0131klar\u0131 zorluklar ve ebeveynlerinden ayr\u0131lmalar\u0131 neticesinde duygusal desteklerinin azalmas\u0131, okula ge\u00e7i\u015f s\u00fcrecinin hassas ve huzursuz bir d\u00f6nem olmas\u0131na neden olmaktad\u0131r (Bart, Hajami, ve Bar\u2010Haim, 2007).<\/p>\n

\u00a0 \u00c7ocuklar\u0131n ya\u015famlar\u0131n\u0131n ilk y\u0131llar\u0131nda, anne-babalar\u0131n \u00e7ocuklar\u0131 \u00fczerindeki etkileri di\u011fer ki\u015filerden \u00e7ok daha fazlad\u0131r (\u0130nal, 2010). Bu nedenle \u00e7ocuklar i\u00e7in okula ba\u015flama ve okula uyum evresinde aileler \u00f6nemli role sahiptir. Okula uyum s\u00fcrecinde anne-babalar\u0131n \u00e7ocuk yeti\u015ftirme tutumlar\u0131 da \u00f6nem kazanmaktad\u0131r. Anne baban\u0131n sahip oldu\u011fu tutumlar, \u00e7ocuklar\u0131n\u0131n davran\u0131\u015f \u00f6r\u00fcnt\u00fclerine ve ki\u015filik \u00f6zelliklerine yans\u0131makta, ayn\u0131 zamanda \u00e7ocuklar\u0131n\u0131n ki\u015filikleri \u00fczerinde olumlu ya da olumsuz etkilere yol a\u00e7maktad\u0131r (Ceyhan, 2000). Aileler, \u00e7ocuklar\u0131n sosyal, duygusal, akademik ve fiziksel y\u00f6nden okulun bekledi\u011fi temel ya\u015famsal becerileri kazanmalar\u0131n\u0131n yan\u0131nda, \u00e7ocuktan ve okul ya\u015fant\u0131s\u0131ndan beklentileri, okula y\u00f6nelik kendi tecr\u00fcbeleri sonucunda edindikleri tutum, ki\u015filik \u00f6zellikleri ve aile i\u00e7i ileti\u015fim bak\u0131m\u0131ndan da \u00e7ocu\u011fun okula uyum sa\u011flamas\u0131n\u0131 kolayla\u015ft\u0131rmakta ya da g\u00fc\u00e7le\u015ftirmektedir. Ebeveynlerin a\u015f\u0131r\u0131 koruyucu ve denetleyici tutum g\u00f6stermesi, \u00e7ocu\u011fun aileye ve ailenin de \u00e7ocu\u011fa a\u015f\u0131r\u0131 ba\u011f\u0131ml\u0131 hale geldi\u011fi durumlarda da \u00e7ocu\u011fun okula uyumu zorla\u015fabilmektedir (\u0130nal, 2010). Akademik ve sosyal ama\u00e7lar a\u00e7\u0131s\u0131ndan okul \u00f6ncesi kurum ve ev ortam\u0131 birbirinden farkl\u0131d\u0131r (Rimm Kaufman ve Pianta, 1999). Ev ortam\u0131ndan \u00e7\u0131k\u0131p okul ortam\u0131na giren \u00e7ocuk belirli bir uyum s\u00fcrecinden ge\u00e7mekte, okulun ve \u00f6\u011fretmenlerin beklentilerine olumlu cevap vermek i\u00e7in \u00e7aba g\u00f6stermektedir. Bu s\u00fcre\u00e7te \u00e7ocu\u011fa \u00f6zellikle destek olmas\u0131 beklenen anne ve baba, belki de kendi e\u011fitim ya\u015fant\u0131s\u0131nda yer almayan okul \u00f6ncesi e\u011fitim kurumuna uyum \u00e7abas\u0131 i\u00e7inde olmaktad\u0131r (Kienig, 2006; Kiuru ve di\u011f., 2016).<\/p>\n

Uyum S\u00fcrecinde Ya\u015fanabilecek Olas\u0131 Durumlar<\/h2>\n

\u00a0 Ara\u015ft\u0131rma sonu\u00e7lar\u0131 incelendi\u011finde; \u00e7ocuklar\u0131n okula uyum s\u00fcrecinde baz\u0131 problemler ya\u015fad\u0131klar\u0131 belirlenmi\u015ftir. Rimm-Kaufman, Pianta ve Cox (2000) taraf\u0131ndan Amerika\u2019da ulusal d\u00fczeyde yap\u0131lan \u00e7al\u0131\u015fmada \u00f6\u011fretmenlerin okula uyum s\u00fcrecinde s\u0131n\u0131flar\u0131ndaki \u00e7ocuklar\u0131n yar\u0131s\u0131ndan fazlas\u0131nda \u00e7e\u015fitli davran\u0131\u015f problemleri g\u00f6zlemledi\u011fi, bu \u00e7ocuklar\u0131n %16.00\u2019s\u0131nda ise bu problemlerin ciddi seviyelere ula\u015ft\u0131\u011f\u0131 belirlenmi\u015ftir. Yap\u0131lan ara\u015ft\u0131rmada okula uyum s\u00fcrecinde ya\u015fanan problemlerin evde ve okulda farkl\u0131la\u015ft\u0131\u011f\u0131 g\u00f6r\u00fclmekle birlikte a\u011flama ve sald\u0131rgan davran\u0131\u015flar g\u00f6stermenin hem evde hem de okulda ya\u015fanan problemler oldu\u011fu tespit edilmi\u015ftir. Uyum s\u00fcrecinde en s\u0131k rastlanan problemlerin ise okula gitmek istememe ve a\u011flama davran\u0131\u015flar\u0131 oldu\u011fu belirlenmi\u015ftir. \u0130lgili alan yaz\u0131n incelendi\u011finde benzer ara\u015ft\u0131rma sonu\u00e7lar\u0131na ula\u015f\u0131lmaktad\u0131r. Lutz, Fantuzzo ve McDermott (2002) okula uyum s\u00fcrecinde ya\u015fanan problemleri kar\u015f\u0131 \u00e7\u0131kma, agresif tav\u0131rlar sergileme, hiperaktif davran\u0131\u015flar g\u00f6sterme, d\u00fc\u015f\u00fck bir enerjiye sahip olma ve suskunluk olarak belirlemi\u015ftir.<\/p>\n

\u00a0 Okul \u00f6ncesi e\u011fitimine ba\u015flad\u0131\u011f\u0131 d\u00f6nemde anne babas\u0131na duydu\u011fu ba\u011fl\u0131l\u0131k b\u00fcy\u00fck \u00f6l\u00e7\u00fcde devam etti\u011fi i\u00e7in \u00e7ocuklar kendilerini g\u00fcvende hissettikleri aile ortam\u0131ndan \u00e7\u0131k\u0131p, hi\u00e7 tan\u0131mad\u0131klar\u0131 okul ortam\u0131na girdiklerinde baz\u0131 sorunlar ya\u015fayabilmektedir. Bu yeni duruma al\u0131\u015fma s\u00fcrecinde ya\u015fanan uyum sorunlar\u0131n\u0131n zamanla yerini dengeye b\u0131rakmas\u0131 gerekmektedir. \u00c7ocu\u011fun anneden ya da bak\u0131m\u0131n\u0131 \u00fcstlenmekten korkmas\u0131 ayr\u0131l\u0131k kayg\u0131s\u0131 olarak tan\u0131mlanmakta ve anaokuluna ba\u015flama s\u00fcrecinde bu durumun ya\u015fand\u0131\u011f\u0131 belirtilmektedir. Her s\u0131k\u0131nt\u0131s\u0131nda s\u0131\u011f\u0131nd\u0131\u011f\u0131 anne-baban\u0131n kendisini b\u0131rak\u0131p gitme olas\u0131l\u0131\u011f\u0131, \u00e7ocu\u011fu fazlas\u0131yla tedirgin etmektedir. Dolay\u0131s\u0131yla \u00e7ocu\u011fun okul \u00f6ncesi e\u011fitim kurumundan en \u00fcst d\u00fczeyde yararlanabilmesi i\u00e7in okula uyum sa\u011flam\u0131\u015f olmas\u0131 b\u00fcy\u00fck \u00f6nem ta\u015f\u0131r.<\/p>\n

Uyum S\u00fcrecini Kolayla\u015ft\u0131ran ve Etkileyen Fakt\u00f6rler<\/h2>\n

\u00a0 T\u00fcrkiye\u2019de yap\u0131lan bir \u00e7al\u0131\u015fmada ebeveyn ve \u00f6\u011fretmen ile yap\u0131lan g\u00f6r\u00fc\u015fmelerde okula uyum s\u00fcrecini kolayla\u015ft\u0131ran fakt\u00f6rler belirlenmi\u015ftir. Bunlar, aidiyet ve g\u00fcven, okula \u00f6n haz\u0131rl\u0131k, aile \u00f6zellikleri, \u00e7ocuk \u00f6zellikleri ve kurum \u00f6zellikleri olmak \u00fczere be\u015f kategori alt\u0131nda toplanm\u0131\u015ft\u0131r.<\/p>\n

\u00a0 \u00c7al\u0131\u015fmaya g\u00f6re ebeveynler \u00e7ocu\u011fun sahip oldu\u011fu baz\u0131 \u00f6zelliklerin okula uyumunu kolayla\u015ft\u0131raca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcnmektedir. Ebeveynler \u00f6zellikle \u00e7ocu\u011fun do\u011fu\u015ftan getirdi\u011fi miza\u00e7 yap\u0131s\u0131n\u0131n bu s\u00fcre\u00e7te etkili oldu\u011funu dile getirmi\u015ftir. Rimm-Kaufman ve Pianta\u2019ya (2000) g\u00f6re; \u00e7ocu\u011fun ki\u015filik \u00f6zellikleri okula uyum s\u00fcrecini anlamada birincil fakt\u00f6r olarak kar\u015f\u0131m\u0131za \u00e7\u0131kmaktad\u0131r. \u00c7ocu\u011fun \u00e7ekingen ya da rahat bir miza\u00e7 yap\u0131s\u0131na sahip olmas\u0131 uyum s\u00fcrecini do\u011frudan etkileyecektir. Rahat bir mizaca sahip olan \u00e7ocuklar\u0131n daha sosyal, tan\u0131mad\u0131\u011f\u0131 insanlar ve ortamlara kar\u015f\u0131 daha do\u011fal ve rahat tav\u0131rlar sergiledikleri; \u00e7ekingen \u00e7ocuklar\u0131n ise utanga\u00e7, tan\u0131mad\u0131\u011f\u0131 ortamlardan ve yeni durumlardan ka\u00e7\u0131nmaya \u00e7al\u0131\u015ft\u0131klar\u0131 bilinmektedir (Kagan, Snidman ve Arcus, 1998). Okula uyum s\u00fcrecinde \u00e7ocuklar\u0131n daha \u00f6nce kar\u015f\u0131la\u015fmad\u0131klar\u0131 insanlar ve tan\u0131mad\u0131klar\u0131 ortamlarda bulunduklar\u0131 g\u00f6z \u00f6n\u00fcnde bulunduruldu\u011funda sosyal ortamlarda \u00e7ekingen davran\u0131\u015f g\u00f6steren \u00e7ocuklar i\u00e7in bu s\u00fcrecin daha stresli bir duruma d\u00f6n\u00fc\u015fece\u011fi a\u015fik\u00e2rd\u0131r (Rimm-Kaufman ve Kagan, 2005). Bu \u00e7ocuklar\u0131n s\u0131n\u0131f i\u00e7i etkinliklere aktif kat\u0131l\u0131m sa\u011flamad\u0131klar\u0131 ve akranlar\u0131ndan kopuk olduklar\u0131 da bilinmektedir (Fantuzzo, Bulotsky-Shearer, Fusco ve McWayne, 2005).<\/p>\n

\u00a0 Yine T\u00fcrkiye\u2019de yap\u0131lan bir ba\u015fka \u00e7al\u0131\u015fmaya g\u00f6re ise k\u0131z \u00e7ocuklar\u0131n okula uyum puan ortalamalar\u0131n\u0131n erkek \u00e7ocuklara g\u00f6re daha y\u00fcksek oldu\u011fu tespit edilmi\u015ftir. Literat\u00fcr incelendi\u011finde k\u0131z \u00e7ocuklar\u0131n okula uyum d\u00fczeylerinin erkek \u00e7ocuklara g\u00f6re y\u00fcksek oldu\u011funu tespit eden ara\u015ft\u0131rmalar da bulunmaktad\u0131r (Bahal\u0131, Tahiro\u011flu ve Avc\u0131, 2009; \u00c7imen, 2000; Kahraman, 2018; Kaya ve Akg\u00fcn, 2016; Ramey, Lanzi, Phillips ve Ramey,1998; Slot ve Bleses, 2018). Bunun yan\u0131nda alan yaz\u0131n incelendi\u011finde okul \u00f6ncesi d\u00f6nem \u00e7ocuklar \u00fczerine yap\u0131lan ara\u015ft\u0131rmalarda okula uyum ve okul olgunlu\u011fu ile cinsiyet aras\u0131nda ili\u015fki olmad\u0131\u011f\u0131 tespit edilen \u00e7al\u0131\u015fmalara da rastlanmaktad\u0131r (\u00c7\u0131kr\u0131k\u00e7\u0131,1999; Yoleri, 2014a; Yoleri, 2014b). Ara\u015ft\u0131rma sonucunda okula uyum puan ortalamalar\u0131n\u0131n k\u0131z \u00e7ocuklarda daha y\u00fcksek oldu\u011fu belirlenmi\u015ftir. Bu durumun nedeninin anne babalar\u0131n ve toplumun genel olarak k\u0131z \u00e7ocuklar\u0131ndan daha uyum sa\u011flay\u0131c\u0131 davran\u0131\u015flar beklemesinden kaynakland\u0131\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclmektedir. Bu beklentinin sonucu olarak k\u0131z \u00e7ocuklar\u0131n\u0131n erkek \u00e7ocuklara g\u00f6re daha uyumlu olduklar\u0131, \u00f6\u011fretmenleriyle ileti\u015fimlerinin daha g\u00fc\u00e7l\u00fc oldu\u011fu ve sald\u0131rganl\u0131k i\u00e7ermeyen, ileti\u015fim becerileri gerektiren ba\u015f etme stratejileri kullanmaya daha yatk\u0131n olduklar\u0131 da s\u00f6ylenebilir. Ayn\u0131 \u00e7al\u0131\u015fmada daha \u00f6nce ayn\u0131 anaokuluna gitmi\u015f olan \u00e7ocuklar\u0131n okula uyum durumlar\u0131 daha \u00f6nce farkl\u0131 anaokuluna gidenlere ve daha \u00f6nce hi\u00e7 anaokuluna gitmemi\u015f olanlara g\u00f6re daha y\u00fcksek oldu\u011fu belirlenmi\u015ftir. Bu ara\u015ft\u0131rma sonucuna paralel olarak yap\u0131lan \u00e7al\u0131\u015fmalar, daha \u00f6nce okul \u00f6ncesi e\u011fitim kurumuna devam eden \u00e7ocuklar\u0131n okula uyumlar\u0131n\u0131n daha y\u00fcksek oldu\u011funu g\u00f6stermektedir (Kahraman, 2018; Sturge Apple ve di\u011f., 2008; Yoleri, 2014a). Ayr\u0131ca bu ara\u015ft\u0131rma sonucunda ayn\u0131 anaokula devam eden \u00e7ocuklar\u0131n okula uyumlar\u0131n\u0131n di\u011ferlerine g\u00f6re daha y\u00fcksek oldu\u011fu da belirlenmi\u015ftir. Bu bulgulardan yola \u00e7\u0131karak okul ve \u00f6\u011fretmen de\u011fi\u015fikli\u011finin \u00e7ocuklar\u0131n okula uyumlar\u0131n\u0131 zorla\u015ft\u0131rd\u0131\u011f\u0131, okul \u00f6ncesi e\u011fitimin akranlarla ileti\u015fim becerilerini destekledi\u011fini ve daha \u00f6nce okul \u00f6ncesi e\u011fitim alm\u0131\u015f olan \u00e7ocuklar\u0131n okula daha kolay adapte olduklar\u0131 s\u00f6ylenebilmektedir.<\/p>\n

\u00a0 T\u00fcrkiye\u2019de haz\u0131rlanm\u0131\u015f bir ba\u015fka \u00e7al\u0131\u015fmada ise g\u00f6r\u00fc\u015fmeler sonucunda okula uyum s\u00fcrecinde velinin psikolojik durumunun, sahip oldu\u011fu pozitif ya da negatif tutumun \u00e7ocuklara da ayn\u0131 \u015fekilde yans\u0131d\u0131\u011f\u0131 belirlenmi\u015ftir. Ayr\u0131ca \u00f6\u011fretmenlerin g\u00f6r\u00fc\u015fme sorular\u0131na verdikleri cevaplar incelendi\u011finde, ailelerin yeti\u015ftirme tarzlar\u0131n\u0131n \u00e7ocuklar\u0131n yeni ortama uyum d\u00fczeylerini etkiledi\u011fi g\u00f6r\u00fclmektedir. Dolay\u0131s\u0131yla sa\u011fl\u0131kl\u0131 ebeveynler sa\u011fl\u0131kl\u0131 \u00e7ocuklar yeti\u015ftirmektedir. Uyum problemi ya\u015fayan \u00e7ocuklar\u0131n ailelerine bak\u0131ld\u0131\u011f\u0131nda ise a\u015f\u0131r\u0131 ho\u015fg\u00f6r\u00fcl\u00fc, korumac\u0131 ve karars\u0131z aile tutumlar\u0131na rastlanm\u0131\u015ft\u0131r. \u00d6\u011fretmenler, a\u015f\u0131r\u0131 ho\u015fg\u00f6r\u00fcl\u00fc ve karars\u0131z ebeveynlerin \u00e7ocuklar\u0131n\u0131n kurallara uymada zorluk ya\u015fand\u0131\u011f\u0131n\u0131, korumac\u0131 ebeveynlerin \u00e7ocuklar\u0131n\u0131n ise kayg\u0131 d\u00fczeyinin y\u00fcksek oldu\u011funu ifade etmektedirler. Ayr\u0131ca \u00f6\u011fretmenler, bu \u00e7ocuklar\u0131n \u00f6zellikle anneye ba\u011f\u0131ml\u0131 olduklar\u0131n\u0131, yeti\u015ftirme tarz\u0131ndan kaynaklanan g\u00fcvensiz ba\u011flanma sorunu ya\u015fad\u0131klar\u0131n\u0131 ve bunun da okula uyum s\u00fcrecinde kayg\u0131 bozuklu\u011funa sebep oldu\u011funu belirtmektedirler. \u00c7ocu\u011fun anne-babas\u0131ndan ayr\u0131lmakta zorlanmas\u0131, yeni ortamlara uyum sa\u011flayamamas\u0131 anlam\u0131na gelen ve genellikle okul korkusuyla beraber olu\u015fan ayr\u0131l\u0131k anksiyetesi ebeveynin anksiyetesi ve ba\u011flanma bi\u00e7imi ile ili\u015fkili olmakta ve daha \u00e7ok a\u015f\u0131r\u0131 ho\u015fg\u00f6r\u00fcl\u00fc, a\u015f\u0131r\u0131 koruyucu, serbest ve bask\u0131c\u0131 davran\u0131\u015flara sahip ebeveynlerde g\u00f6r\u00fclmektedir. Bu durumun \u00e7ocukta ruhsal sorunlar\u0131 ve uyum sorunlar\u0131n\u0131 da tetikleyebilece\u011fi belirtilmektedir.<\/p>\n

Uyum S\u00fcrecine \u0130li\u015fkin \u00d6neriler<\/h2>\n

\u00a0 Okula uyum s\u00fcrecinin sa\u011fl\u0131kl\u0131 bir \u015fekilde ge\u00e7irilebilmesi i\u00e7in ailelere ve \u00f6\u011fretmenlere \u00f6nemli g\u00f6revler d\u00fc\u015fmektedir. Okul \u00f6ncesi e\u011fitim d\u00f6nemi \u00e7ocuklar\u0131n okul alg\u0131lar\u0131n\u0131n olu\u015fumunda \u00f6nemli bir yere sahiptir. Okul \u00f6ncesi \u00f6\u011fretmenlerinin, \u00e7ocuklar\u0131n okula uyumlar\u0131n\u0131 sa\u011flayabilmeleri i\u00e7in s\u0131n\u0131f y\u00f6netimi stratejilerini bilmesi gerekmektedir. Ayr\u0131ca deneyimli okul \u00f6ncesi \u00f6\u011fretmenlerinin s\u0131n\u0131flar\u0131n\u0131 y\u00f6netirken \u00f6ncelikle pozitif bir s\u0131n\u0131f iklimi olu\u015fturma, organizasyon ve yap\u0131n\u0131n t\u00fcm\u00fcn\u00fc kapsama, s\u0131k s\u0131k bireysel ili\u015fki kurma, \u00f6\u011frencilerin aktif kat\u0131l\u0131m\u0131n\u0131 sa\u011flama, beklentilerle plan aras\u0131nda e\u015f g\u00fcd\u00fcm sa\u011flama, \u00e7ocuk geli\u015fiminin temel prensiplerini g\u00f6z \u00f6n\u00fcnde tutma ve a\u00e7\u0131k ileti\u015fime dikkat etmeleri gerekmektedir.<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kaynak\u00e7a<\/h3>\n

Akta\u015f, Ya\u015fare & Y\u0131lmaz, Melek & \u00d6zen, Rabia. (2017). Okul \u00f6ncesi d\u00f6nemde \u00e7ocuk, ebeveyn ve \u00f6\u011fretmen g\u00f6z\u00fcnden okula uyum s\u00fcreci. 10.14527\/9786053188407.48.<\/p>\n

T\u00fcrkiye Sosyal Ara\u015ft\u0131rmalar Dergisi: Say\u0131 1 \u2013 Nisan 2021 Makalenin Geli\u015f Tarihi: 04.04.2019 Makalenin Kabul Tarihi: 17.05.2020 Sayfa: 175-192.<\/p>\n

Ba\u011f\u00e7eli Karaman, P., \u015een, T., Alata\u015f, S. & T\u00fct\u00fcnc\u00fc, B. (2018). Okul \u00f6ncesi d\u00f6nemde okula uyum s\u00fcrecine ili\u015fkin \u00f6\u011fretmen g\u00f6r\u00fc\u015fleri. Abant \u0130zzet Baysal \u00dcniversitesi E\u011fitim Fak\u00fcltesi Dergisi, 18 (2), 681-701.<\/p>\n<\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Okul \u00f6ncesi d\u00f6nemde de\u011fi\u015fen sosyal \u00e7evre, \u00e7ocu\u011fun sosyal ve bili\u015fsel geli\u015fim s\u00fcre\u00e7lerini olumlu y\u00f6nde etkilemektedir. Bu s\u00fcre\u00e7te ya\u015fanan en temel \u00e7evre de\u011fi\u015fikli\u011fi okula ba\u015flama olarak g\u00f6r\u00fclmektedir<\/p>\n","protected":false},"author":1,"featured_media":6109,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[40],"tags":[],"class_list":["post-5773","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-egitim-bilimleri","vs-blog blog-single"],"yoast_head":"\nOkul \u00d6ncesi D\u00f6nemde Okula Uyum (Oryantasyon) S\u00fcreci - Side Kre\u015f Bursa<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sidekresbursa.com.tr\/index.php\/2025\/11\/04\/okul-oncesi-donemde-okula-uyum-oryantasyon-sureci-2\/\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Okul \u00d6ncesi D\u00f6nemde Okula Uyum (Oryantasyon) S\u00fcreci - Side Kre\u015f Bursa\" \/>\n<meta property=\"og:description\" content=\"Okul \u00f6ncesi d\u00f6nemde de\u011fi\u015fen sosyal \u00e7evre, \u00e7ocu\u011fun sosyal ve bili\u015fsel geli\u015fim s\u00fcre\u00e7lerini olumlu y\u00f6nde etkilemektedir. 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