Gelisim News

Stating that only 8 percent of the children use the camera of their families, Lecturer İbrahim Tarkan Doğan from Istanbul Gelisim University said: “Although 47 percent of the children gave answers with their own reasons for the reason why the photo was taken, only 2 percent stated that the photo was taken to remember. While 75 percent of the children stated that they took photos before, 66 percent of the children stated that they took the photos with mobile devices, and 63 percent stated that they took better photos with mobile devices.”

Speaking about the workshop program applied to children within the scope of the research, Doğan said: “Children achieved a success rate of 87.2 percent. This rate shows that children can gain the power to distinguish between the images and photographs they are exposed to in terms of quality and become producers as well as consumers through the photography workshop in preschool. Increasing the number of studies on photography and photography education in preschool will make a significant contribution to increase the quality of preschool education.”

Doğan continued as follows:

“31.9 percent of the children took their photos with a camera; 94.1 percent of the children who stated that they had never taken a photo before, wanted to take a photo; 27.5 percent thought that the photo could be taken with a camera better; 34.8 percent of them know how to use a camera; 74.0 percent of them stated that their elders with whom they lived took photos with their mobile phones. 23,0 percent of the children stated that they took photos “to look more beautiful”, 10,0 percent to look at them, 9,0 percent to show them, and 5,0 percent to be happy.  91.3 percent of the children stated that they would like to take lessons in order to take better photographs.”

“THERE ARE LIMITED NUMBER OF RESEARCHS”

Stating that there a little if any research in pre-school photograpy in Turkey, Doğan said: “Looking at the examples abroad, we come across various studies that will contribute to the relevant literature. In this sense, starting with the examination of the effect of photography education to be given before school on the cognitive, affective and behavioral gains of children, it can be ensured that the domestic literature in this field can be improved in terms of quality and quantity. Social skill differences between children participating and not participating in photography workshops or differences in awareness of social - environmental problems can be researched.”

“CAN BE INVESTIGATED AS A PEDAGOGICAL TOOL”

Stating that pre-school photography can be examined as a pedagogical tool, Lect. Doğan concluded his statements as follows:

“Besides the activity design skills in undergraduate courses and degree programs in Turkey scope of program development workshop on how to design the art may be added. Photography workshop curricula designed by differentiating them at advanced levels according to basic and interest can be added to the curriculum of preschool education institutions. Within the scope of family education, photo awareness and simple photography training can be organized for the caregivers of preschool children.”