Abstract:

This research is a qualified study aimed at determining the children’s games that classmates use in their first reading and writing teaching and the conditions of their use. In this context, the research is an imaginary study aimed at determining the situation, and it is designed as a study of the situation from the quality research methods. The research was carried out with a total of 20 primary school first-class teachers working in the Sakarya province in the 2014-2015 educational year. The researchers developed 9 material semi-configured conversation forms for the purpose of collecting data. The data obtained was analyzed using the content analysis method. This study found that classmates prefer group games and technology-backed games more than individual games. The difficulties that class teachers who participated in the study encountered in the first reading and writing teaching with games were the lack of time and disciplinary problems due to the crowd of class presents, the difficulty of compliance with the rules, the lack of school opportunities, the reasons arising from individual differences of students.

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