\u00c7OCUK EDEB\u0130YATI\u0092NDA \u015e\u0130\u0130R<\/p>\n
\u015e\u0130\u0130R\u0130N TANIMI<\/p>\n
T\u00fcrk\u00e7e s\u00f6zl\u00fckte \u015fiir: \u0092Seslerin, ritimlerin, uyumlar\u0131n kayna\u015fmas\u0131yla en g\u00fc\u00e7l\u00fc duygular\u0131, izlenimleri, co\u015fkular\u0131 canland\u0131rma ve etkileme sanat\u0131\u0092 diye tan\u0131mlanmaktad\u0131r.
\nA. Ferhan O\u011fuzkan\u0092 a g\u00f6re: D\u00fczyaz\u0131ya g\u00f6re daha \u00e7ok estetik de\u011ferler ta\u015f\u0131yan ve daha yo\u011fun bir dikkat gerektiren bir yaz\u0131 t\u00fcr\u00fcd\u00fcr.
\nAlemdar Yal\u00e7\u0131n\u0092a g\u00f6re: \u0091\u015eiir duygulara hitap eden, orda k\u00f6k sal\u0131p ye\u015feren, meyvesini hayallerle s\u00fcsleyip, ahenkle sergileyen sanatt\u0131r.<\/p>\n
\u015e\u0130\u0130R\u0130N \u00d6ZELL\u0130KLER\u0130
\nSes y\u00f6n\u00fcnden ayr\u0131 bir \u00f6zellik veren ba\u015fl\u0131ca \u00f6zellikler:
\nAliterasyon; bir uyum etkisi sa\u011flamak i\u00e7in ayn\u0131 sesleri, ayn\u0131 heceleri veya harfleri tekrarlama sanat\u0131d\u0131r.
\nKafiye; \u015fiire ses zenginli\u011fi verdi\u011fi gibi ona d\u00fczen ve bi\u00e7im de kazand\u0131r\u0131r.
\nYar\u0131m kafiye; tam kafiyeden daha az sesten yararlanarak yap\u0131lan bir kafiye t\u00fcr\u00fcd\u00fcr.
\n\u00d6l\u00e7\u00fc; manzum eserlerde m\u0131sralar\u0131 hece ve durak bak\u0131m\u0131ndan denk olu\u015funa denir. \u015eiire ritim kazand\u0131r\u0131r, d\u00fc\u015f\u00fcnce ve duygular\u0131 daha vurgulu ve etkili bi\u00e7imde anlat\u0131m\u0131n\u0131 sa\u011flar.
\nNOT! \u015eiirin genel olarak d\u00fczyaz\u0131dan ayr\u0131lan en belirgin yan\u0131 kafiyeli olu\u015fudur.<\/p>\n
\u00c7OCUK VE \u015e\u0130\u0130R
\n\u00c7ocuk \u015fiir okumaktan, dinlemekten ve ezberlemekten zevk duyar. \u00c7ocu\u011fun \u015fiire kar\u015f\u0131 bu durumu bir yaz\u0131da \u015f\u00f6yle a\u00e7\u0131klanmaktad\u0131r:
\n\u0091\u00c7ocuklar yeti\u015fkinlerin kli\u015fe halinde kulland\u0131klar\u0131 s\u0131fat tak\u0131mlar\u0131na, mecazlara ve benzetmelere pek itibar etmezler. Kendi i\u00e7 d\u00fcnyalar\u0131n\u0131 ve d\u00fc\u015f\u00fcnme tarzlar\u0131n\u0131 yans\u0131tan \u015fekilleri tercih ederler. B\u00f6ylece \u015fairle \u00e7ocuk anlat\u0131m serbestli\u011finde, yenilik ve tazelik ard\u0131nda gitmekte birle\u015fmi\u015f olurlar. \u00c7ocuklar\u0131 \u015fiire yakla\u015ft\u0131ran bir ba\u015fka husus da ahenk unsurudur. Dura\u011f\u0131, kafiyesi, i\u00e7 ahengiyle \u00e7ok kez k\u0131sa \u015fekliyle \u015fiir, her normal \u00e7ocukta var olan ritim duygusunu besler, m\u00fczik ihtiyac\u0131n\u0131 kar\u015f\u0131lar.\u0092
\n\u00c7ocuklar i\u00e7in se\u00e7ilen par\u00e7alar\u0131n hayattan zevk almak, duygusal ya\u015fant\u0131lar\u0131n\u0131 zenginle\u015ftirmek, g\u00f6r\u00fc\u015f ufuklar\u0131n\u0131 geni\u015fletmek bak\u0131m\u0131ndan de\u011ferli ve etkili olmalar\u0131 gerekir.
\n\u00c7ocuklara, daha k\u00fc\u00e7\u00fck ya\u015flarda, yapma ve i\u00e7ten \u015fiirler aras\u0131ndaki ayr\u0131m\u0131 g\u00f6rebilme f\u0131rsatlar\u0131 verilmelidir. Bunun i\u00e7in \u00e7ocuklara uygun \u00f6rneklerin tan\u0131t\u0131lmas\u0131, dinlettirilmesi ve okutturulmas\u0131 ile bu amaca kolayca ula\u015f\u0131labilir.<\/p>\n
\u00c7OCUKLARIN SEVD\u0130KLER\u0130 \u015e\u0130\u0130RLER
\n\u00c7ocuklar\u0131n \u015fiirle ili\u015fkisi \u00f6nce dinlemekle ba\u015flar. Sonralar\u0131 kendileri okuyarak ve ezberleyip s\u00f6yleyerek bu ili\u015fkiyi s\u00fcrd\u00fcr\u00fcrler. K\u0131sa ve ahenk\u00e7e zengin manzumelerden zevk al\u0131rlar. \u00c7ocuklar okul \u00e7a\u011f\u0131nda zihinsel ve ruhsal geli\u015fmelerine uygun olarak lirik ve \u00f6\u011fretici \u015fiirlerden de ho\u015flanmaya ba\u015flarlar.
\na)Tekerlemeler: Masallarda, halk hikayelerinde s\u00f6z\u00fcn ba\u015f\u0131nda veya aras\u0131nda, kimi zaman konuyla ilgili, kimi zaman da sadece g\u00fcld\u00fcr\u00fc unsuru olarak s\u00f6ylenen yar\u0131 anlaml\u0131 yar\u0131 anlams\u0131z s\u00f6zlere denir. Komik tasvirler ve ak\u0131l d\u0131\u015f\u0131 olaylar sayesinde \u00e7ocuklar\u0131 e\u011flendirici ve g\u00fcld\u00fcr\u00fcc\u00fc \u00f6zelli\u011fi vard\u0131r. Kayna\u011f\u0131 eski masallar, t\u00fcrk\u00fcler ve destanlard\u0131r.
\nb)\u00d6teki \u015eiirler:
\nDo\u011fa olaylar\u0131na ve g\u00f6r\u00fcn\u00fcmlerini anlatan \u015fiirler
\nEvcil hayvanlar\u0131 konu alan \u015fiirler
\nB\u00fcy\u00fck adamlar ile ulusal, dinsel ve y\u00f6resel bayramlar\u0131 konu alan \u015fiirler
\nG\u00fcnleri konu alan \u015fiirler
\n\u00c7ocuklar\u0131n ruhsal durumlar\u0131n\u0131 dile getiren ve sanat y\u00f6n\u00fcnden g\u00fc\u00e7l\u00fc ve etkili \u015fiirler<\/p>\n
\u00c7ocuk Edebiyat\u0131\u0092nda \u015eiirin Tarihi Geli\u015fimi<\/p>\n
T\u00fcrk edebiyat\u0131nda \u00e7ocuklara y\u00f6nelik \u015fiir iki ayr\u0131 y\u00f6nde geli\u015fme g\u00f6stermektedir.
\n1)\u00c7ocuk duyarl\u0131l\u0131\u011f\u0131n\u0131 yans\u0131tan ve tamamen \u00e7ocuk i\u00e7in yaz\u0131lm\u0131\u015f \u015fiirler
\n2)\u00c7ocu\u011fu ele alan ve \u00e7ocuktan s\u00f6z eden \u015fiirler
\n\u00c7ocuktan s\u00f6z eden \u015fiir \u00f6rneklerine ilk defa \u0130slamiyet\u0092in kabul\u00fcnden sonraki d\u00f6nemde g\u00f6r\u00fclmektedir. Bu d\u00f6nemde, \u015fairlerimiz daha \u00e7ok \u00e7ocu\u011fu malzeme olarak kullanarak \u015fiirler yazm\u0131\u015flard\u0131r. \u015eiirlerde, \u00e7ocu\u011fa birtak\u0131m davran\u0131\u015flar\u0131 kazand\u0131rma, ahlak kurallar\u0131n\u0131 benimsetme, onlar\u0131 e\u011fitme \u00e7abas\u0131 i\u00e7inde olmu\u015flard\u0131r.
\nDivan edebiyat\u0131 d\u00f6neminde, \u00e7ocuk yeterince dikkate al\u0131nmam\u0131\u015ft\u0131r. Bunun nedeni onun terbiye edilerek, b\u00fcy\u00fcklerinin g\u00f6zetiminde yeti\u015fecek ve geli\u015fecek bir varl\u0131k olarak g\u00f6r\u00fclmemesidir.
\nBu d\u00f6nemde yaz\u0131lan Nabi\u0092nin Hayriye\u0092sini bu durumun d\u0131\u015f\u0131nda tutmak gerek.
\nT\u00fcrk Edebiyat\u0131\u0092nda \u00e7ocu\u011fa y\u00f6nelik \u015fiirler Tanzimat Ferman\u0131 ile ba\u015flam\u0131\u015ft\u0131r
\n\u00d6nce \u00e7eviri ve uyarlama, sonra da adapte ve telif eserler yoluyla Bat\u0131 edebiyat\u0131n\u0131n fabl t\u00fcr\u00fcndeki manzumeler edebiyat\u0131m\u0131zda \u00e7ocuk \u015fiirine ge\u00e7i\u015fin ilk ad\u0131m\u0131 olarak de\u011ferlendirilir.
\n\u015einasi\u0092 nin \u0091La Fontaine\u0092 den \u00e7evirdi\u011fi \u0091Kurt ile Kuzu Hikayesi\u0092, kendisinin yazd\u0131\u011f\u0131 \u0091E\u015fek ile Tilki\u0092, \u0091Karaku\u015f Yavrusu ile Karga\u0092, \u0091Ar\u0131 ile Sivrisinek\u0092 gibi eserler
\nRecaizade Mahmut Ekrem\u0092in La Fontain\u0092den \u00e7evirdi\u011fi fabllar ve sonradan \u00f6len o\u011flu i\u00e7in yazd\u0131\u011f\u0131 \u015fiirler
\nMuallim Naci\u0092nin \u0091Kuzu\u0092, \u0091K\u0131rlang\u0131\u00e7\u0092, \u0091Avc\u0131\u0092, \u0091Oduncu ile Azrail\u0092 gibi manzumeler
\nNab\u0131zade Naz\u0131m\u0092\u0131n \u0091 Bir Sansar ile Horoz ve Tavuk\u0092 gibi eserler \u00e7ocuk edebiyat\u0131nda \u015fiirin ilk habercileridir.
\n\u0091\u015eermin\u0092 adl\u0131 eseriyle sadece \u00e7ocuklara y\u00f6nelik \u015fiirler yazan ki\u015fi Tevfik Fikret\u0092tir.
\n\u00c7ocuk edebiyat\u0131 alan\u0131nda ilk ciddi \u00e7al\u0131\u015fmalar\u0131 sergileyen Alaaddin G\u00f6vsa \u0091\u00c7ocuk \u015eiirleri\u0092 adl\u0131 eserinde yurtseverlik, kahramanl\u0131k, do\u011fa sevgisi ve ahlak gibi konular\u0131 i\u015flemi\u015ftir.
\nAli Ulvi El\u00f6ve\u0092 nin \u0091\u00c7ocuklar\u0131m\u0131za Ne\u015fideler\u0092
\nM\u0130LL\u0130 EDEB\u0130YAT D\u00d6NEM\u0130 \u015eA\u0130RLER\u0130
\n\u0095Ziya G\u00f6kalp
\n\u0095Mehmet fuat k\u00f6pr\u00fcl\u00fc
\n\u0095Mehmet Emin Yurdakul
\n\u0095Ahmet Cevat Emre
\n\u0095Celal Sahir Erozan
\n\u0095Kaz\u0131m Nami Duru
\n\u0095\u0130smail Hikmet Ertaylan
\n\u0095Faz\u0131l Ahmet Ayka\u00e7
\nCUMHUR\u0130YET D\u00d6NEM\u0130 \u015eA\u0130RLER\u0130
\n\u0095Halit Fahri Ozansoy
\n\u0095Orhan Seyfi Orhon
\n\u0095Yusuf Ziya Orta\u00e7
\n\u0095Enis Behi\u00e7 Kory\u00fcrek
\n\u0095Semih F\u0131rat
\n\u0095Faruk Nafiz \u00c7aml\u0131bel
\n\u015e\u0130\u0130R ANTOLOJ\u0130LER\u0130
\n\u00d6\u011fretmenlerin ve ana-babalar\u0131n \u00e7ocuklar\u0131n \u015fiir okuma ve ezberleme ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131layabilmek i\u00e7in ihtiyac\u0131 en k\u0131sa yoldan kar\u015f\u0131layacak eserlerin \u00f6zel olarak d\u00fczenlendi\u011fi \u015fiir antolojileridir.
\nMASAL VE \u015e\u0130\u0130R ARASINDAK\u0130 \u0130L\u0130\u015eK\u0130
\nMasal ile \u015fiir yan yana y\u00fcr\u00fcyen iki t\u00fcr gibidir. Masal \u015fiiri besler. Masallar\u0131n ola\u011fan\u00fcst\u00fc d\u00fcnyas\u0131 \u00e7ocuk \u015fiirine kaynakl\u0131k eder. \u00c7ocukluk \u00e7a\u011f\u0131nda \u00e7ocuk, oyundan masala ge\u00e7erken kendini masal kahraman\u0131 gibi hisseder.
\nMasal ile \u015fiiri yak\u0131nla\u015ft\u0131ran d\u00fcnyaca \u00fcnl\u00fc masal \u015fairleri; Beydaba, Aisopos, Anderson, Perrault ve La Fontaine dir.
\n\u00c7ocuk \u015fiiri sadece masal anaforundan ve hayalden beslenmez ger\u00e7ekler d\u00fcnyas\u0131 da \u015fiirle \u00e7ocu\u011fa sunulmal\u0131d\u0131r.
\n\u015e\u0130\u0130R OKUMA
\n– \u00d6\u011fretmenlerin dikkat etmesi gereken hususlar;
\n– S\u0131n\u0131fta okunan \u015fiirlerin \u00e7ocuklar\u0131n hayat tecr\u00fcbelerine, ilgi, ihtiya\u00e7 ve kelime haznelerine uygun olmas\u0131 gerekir.
\n– Okunan veya okutulan \u015fiirlerden \u00e7ocuklar\u0131n ne anlad\u0131klar\u0131n\u0131 \u00f6\u011frenmeye \u00e7al\u0131\u015fmak, bu konuda \u0131srarl\u0131 sorular sormak do\u011fru de\u011fildir.
\n– \u00c7ocuklar \u015fiir ezberlemek i\u00e7in zorlanmamal\u0131d\u0131r. \u00d6\u011fretmen \u015fiir ezberlenmesine uygun ortam yaratmal\u0131d\u0131r
\n\u00c7OCUK \u015e\u0130\u0130R\u0130NDE ARANILAN N\u0130TEL\u0130KLER
\nDurum, olay ve d\u00fc\u015f\u00fcncelerin a\u00e7\u0131k ve k\u0131sa olarak anlat\u0131lmas\u0131.
\nDo\u011fa, insan ve cans\u0131z varl\u0131klarla ilgili betimlemelerin yal\u0131n olmas\u0131.
\nBenzetmeler d\u0131\u015f\u0131nda \u0091istiare\u0092 ve \u0091mecaz\u0092 gibi edebi sanatlara pek az yer verilmesi.
\nHayal ve duygular\u0131n \u00e7ocuklar\u0131n ya\u015fant\u0131lar\u0131yla ili\u015fkili bulunmas\u0131.
\nM\u0131sralar\u0131n k\u0131sa, c\u00fcmle d\u00fczeninin do\u011fal ve s\u00f6zc\u00fcklerin anla\u015f\u0131labilir nitelikleri yans\u0131tmas\u0131.
\nTam ve yar\u0131m uyaklardan, \u00f6l\u00e7\u00fcden ve m\u0131sra tekrarlar\u0131ndan kaynaklanan bir anlat\u0131m ahenginin bulunmas\u0131.
\n\u00c7ocuklara aile, yurt ve ulus sevgisi a\u015f\u0131laman\u0131n yan\u0131nda onlar\u0131n ya\u015fama g\u00fcc\u00fcn\u00fc ve sevincini geli\u015ftirici nitelikler ta\u015f\u0131mas\u0131.
\nD\u00fc\u015f\u00fcnce, duygu ve olaylar\u0131n m\u00fcmk\u00fcn ise bir beyit ya da bir d\u00f6rtl\u00fckte anlat\u0131lmas\u0131na \u00f6zen g\u00f6sterilmesi.<\/p>\n
KU\u015eLAR (TEVF\u0130K F\u0130KRET)
\nKu\u015flar u\u00e7ar,
\nBen ko\u015far\u0131m.”
\nOnlar\u0131n kanatlar\u0131 var,
\nBenim kanad\u0131m kollar\u0131m.
\nKu\u015flar kanad\u0131n\u0131 \u00e7\u0131rpar,
\nBen de kolumu sallar\u0131m.
\nU\u00e7un ku\u015flar, u\u00e7un ku\u015flar,
\nHepinizle yar\u0131\u015f\u0131m var.
\n\u015eiir \u00e7ok uzun olmad\u0131\u011f\u0131 i\u00e7in \u00e7ocuklar\u0131 s\u0131kmadan onlar\u0131n okumalar\u0131n\u0131 sa\u011fl\u0131yor.
\n\u00c7ocu\u011fun ya\u015fam\u0131yla ili\u015fkilendirilmi\u015f durumda.
\nS\u00f6zc\u00fckler yal\u0131n, anla\u015f\u0131l\u0131r.
\n\u015eiirde uyaklarla bir ahenk yakalanm\u0131\u015f.
\n\u00c7ocu\u011fa ya\u015fama ba\u011fl\u0131l\u0131k ve ya\u015fama sevinci sade bir anlat\u0131mla a\u015f\u0131lanmaya \u00e7al\u0131\u015f\u0131lm\u0131\u015f.<\/p>\n","protected":false},"excerpt":{"rendered":"
\u00c7OCUK EDEB\u0130YATI\u0092NDA \u015e\u0130\u0130R \u015e\u0130\u0130R\u0130N TANIMI T\u00fcrk\u00e7e s\u00f6zl\u00fckte \u015fiir: \u0092Seslerin, ritimlerin, uyumlar\u0131n kayna\u015fmas\u0131yla en g\u00fc\u00e7l\u00fc duygular\u0131, izlenimleri, co\u015fkular\u0131 canland\u0131rma ve etkileme sanat\u0131\u0092 diye tan\u0131mlanmaktad\u0131r. A. Ferhan O\u011fuzkan\u0092 a g\u00f6re: D\u00fczyaz\u0131ya g\u00f6re daha \u00e7ok estetik de\u011ferler ta\u015f\u0131yan ve daha yo\u011fun bir dikkat gerektiren bir yaz\u0131 t\u00fcr\u00fcd\u00fcr. Alemdar Yal\u00e7\u0131n\u0092a g\u00f6re: \u0091\u015eiir duygulara hitap eden, orda k\u00f6k sal\u0131p ye\u015feren, … Devam\u0131n\u0131 oku…<\/a><\/p>\n","protected":false},"author":1686,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[224],"tags":[12983,12980,12987,12988,12985,12984,12986,217,12981,12982,497],"class_list":["post-38453","post","type-post","status-publish","format-standard","hentry","category-edebiyat-dil-anlatim","tag-aliterasyon","tag-cocuk-edebiyati","tag-cocuk-siirleri","tag-cocuk-siirlerinin-ozellikleri","tag-cocuklar","tag-kafiye","tag-la-fontaine","tag-siir","tag-siir-nedir","tag-siirin-tanimi","tag-tevfik-fikret"],"_links":{"self":[{"href":"https:\/\/www.sorubak.com\/blog\/wp-json\/wp\/v2\/posts\/38453","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.sorubak.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.sorubak.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.sorubak.com\/blog\/wp-json\/wp\/v2\/users\/1686"}],"replies":[{"embeddable":true,"href":"https:\/\/www.sorubak.com\/blog\/wp-json\/wp\/v2\/comments?post=38453"}],"version-history":[{"count":0,"href":"https:\/\/www.sorubak.com\/blog\/wp-json\/wp\/v2\/posts\/38453\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.sorubak.com\/blog\/wp-json\/wp\/v2\/media?parent=38453"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.sorubak.com\/blog\/wp-json\/wp\/v2\/categories?post=38453"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.sorubak.com\/blog\/wp-json\/wp\/v2\/tags?post=38453"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}