Erken Çocuklukta Karakter ve Değer Eğitimi Teoriden Uygulamaya

Values Education Practices in Preschool: The Case of Turkey and the United States

“…In the context of making suggestions for strengthening the applications of values education, it has been concluded that Turkish teachers generally emphasize parental training, schoolparent-teacher cooperation, enhancing the educational environment and diversification of materials and activities. Teachers in Ohio recommend: More time for students' social and emotional development, more research and finding ways to be more effective, more education and training cooperation for teachers, correcting mistakes observed in existing practices for social and emotional health of children, reforming schools to target social and emotional health and wellbeing of children, family strengthening program and improvement of the discipline of consciousness Parallel to the results of this study, in many studies in the literature it was found that raising awareness of families with education, seminarsand alike and continuity of cooperation with the family are very important in pre-school values education (Crowther, 1995;Fixler, 2000;Oktay, 1999;Pekdogan & Korkmaz, 2017;Sapsağlam 2016a;Reynolds et al, 2011;Thompson, 2011;Yazar & Erkuş, 2013). Apart from these, in the relevant literature there are various suggestions like including such activities such as making values education more fun and concrete with games, drama, and with other activities focusing on values education in pre-school education programs, enriching the materials and resources related to values education, providing opportunities to reach them, providing in-service trainings for teachers by values education experts, increasing out-of-school activities and trips, and preparing children according to their developmental and cognitive characteristics and cultural characteristics of the society (Doğan Temur & Yuvacı 2014;Eskew, 2004;Kozikoğlu, 2018;Lickona, 2001;Ogelman & Sarıkaya, 2015;Tarkoçin, Berktaş & Uyanık Balat, 2013;Uzun & Köse, 2017).…”

“…The preschool period is a critical period in which the physical, social, emotional, cognitive, psycho-motor, language and moral development of a child is the fastest and covers the age range up to the age of seven (Hildebrandt & Zan, 2008, Kohlberg, 1971Piaget, 2002). The experiences of the child during this period have a significant effect on his/her subsequent social and academic life, behavior and thinking processes and what kind of person he/she will become (Sapsağlam, 2016a). The experiences that the child lives from birth to age seven play a determinant role in his/her development.…”

“…It is the culture, traditions and values that unite, maintain and sustain society. A sustainable society can stand by transferring its culture, traditions and values to the next generations (Sapsağlam, 2016a). The education of values is a process that starts with the family and then continues with the social environment.…”

Erken Çocukluk Dönemi̇ Değerler Eği̇ti̇mi̇ Veren Kurumlarda Ai̇le Katiliminin İncelenmesi̇

“…Bu nedenle çocuğun eğitim hayatında değerlerin yer alması gereklidir. Çünkü değerler, insana özgü olan düşünme, karar verme, eylemde bulunma gibi bütün bilişsel ve davranışsal süreçler üzerinde etkilidir (Sapsağlam, 2020) ve erken çocukluk dönemi göz önünde bulundurulduğunda çocuklara kazandırılan ve öğretilen her şey onlarla büyüyecektir.…”

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“…It is the culture, traditions and values that hold and sustain society. A sustainable society can survive by transferring its culture, traditions and values to future generations (Sapsağlam, 2016). Values education is a process that starts in the family and then progresses with the social environment.…”