Determining the characteristics of independent kindergarten gardens in Aksaray province and examining teacher practices

This study aims to examine the current status and usage characteristics of independent kindergarten gardens in Aksaray, based on the opinions of teachers and administrators. 10 school administrators and 20 preschool teachers working in 10 independent kindergartens in Aksaray Central district constitute the study group of the research. Research data were collected with the "Schoolyard Identification Form" developed by Chancellor (2011), one of the school administrators, and translated into Turkish by Kalburan (2014). This form consists of 43 questions and consists of multiple choice, open-ended, yes-no options and multiple choice questions that provide the opportunity to obtain both quantitative and qualitative data. The questions consist of six headings: general characteristics of the school, characteristics of the school garden, rules and controls applied in the school garden, use of school gardens as a learning area, innovations in the school garden and problems encountered in the school garden. Data regarding teachers' opinions about school gardens were collected through the "Teacher Interview Form for School Gardens" prepared by the researcher. The form contains six structured and semi-structured interview questions. In the analysis of the data obtained, the questions from the School Gardens Identification Form were transferred to the IBM SPSS Statistics for 25 program and the physical characteristics of the garden, applied rules and inspections; problems experienced; design and maintenance practices; Frequency and percentage techniques were used to determine the activities performed and the intended learning. In the analysis of qualitative data, it was analyzed using content analysis and descriptive analysis techniques. As a result of the research, it was determined that there were sandbox areas in all school gardens. It has been revealed that grass grounds are the most preferred areas in school gardens. While it has been revealed that pergolas and trees are used as shade equipment, fixed tables and benches are preferred as seating equipment. While it is stated that written rules and inspections are included in a small part of the schools in independent kindergarten gardens, the rule is It has been revealed that the most common administrators are school administrators. It has been observed that the most common problem in school gardens is the low maintenance and ground quality. It has been revealed that school garden landscaping works are carried out in cooperation with teachers. While school gardens were found suitable for children by a small portion of teachers, green areas were the areas most emphasized by teachers as areas suitable for children. It has been revealed that teachers use school gardens actively and that active use is mostly affected by seasonal conditions. It has been stated by teachers and administrators that the most play activities are included in school gardens and the area of development supported is motor development. The majority of school gardens do not include learning centers, but they do include It has been observed that temporary learning centers have been created in schools. Teachers have revealed that they want the design of school gardens to be designed in accordance with the development of the child, which meets his/her movement needs.