Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2021, Cilt: 8 Sayı: 4, 385 - 408, 01.12.2021

Emin Tamer Yenen Perihan Ulucan

https://doi.org/10.17275/per.21.96.8.4
Cited By: 4

Öz

Destekleyen Kurum

TÜBİTAK

Proje Numarası

(1059B191600044)

Kaynakça

  • Acat, M. B., & Aslan, M. (2010, September). Character education and character education applications in the World. Paper Presented at the 19th Education Sciences Congress. Lefkoşe, Cyprus.
  • ACEV, (2007). “7 is too late” Campaign. Retrieved from https://www.acev.org/wp-content/uploads/2019/10/2007-faaliyetraporueng.pdf
  • Akbaş, O. (2009). Activities carreed out by branch teachers working in primary schools while teaching values: A comparison of the years 2004 and 2007. Kastamonu Education Journal, 17(2), 403-414.
  • Akto, A., & Akto, S. (2017). Methods and techniques used in pre-school values education (a qualitative research). Journal of Oriental Scientific Research, 9(2), 1074-1095. doi: 10.26791/sarkiat.342143.
  • Aral, N., Kandır, A., & Can Yaşar, M. (2003). Okul öncesi eğitim 1 [Preschool education 1]. (2nd ed.). İstanbul: Ya-Pa Yayıncılık.
  • Aspin, D. N. (2000). Values, beliefs and attitudes in education: The nature of values and their place and promotion in schools. Education, Culture and Values, 14, 197-218.
  • Balat, G. U., & Dağal, A. B. (2009). Okul öncesi dönemde değerler eğitimi etkinlikleri [Values education activities in preschool period]. Ankara: Kök Yayıncılık.
  • Başal, H. A. (2012). Gelişim ve psikoloji-nasıl mutlu bir çocuk yetiştirebilirim [Development and psychology-how can I raise a happy child]. Bursa: Ekin kitabevi Yayınları.
  • Chaitanya, M. (2017). Value based education and methods, strategies, approaches to impart it in education. International Journal of Research Culture Society, 1(5), 6-10.
  • Cihan, N. (2014). Values education at schools and its practice in Turkey. Electronic Turkish Studies, 9(2), 429-436.
  • Cooper, D. (2014). Character education: a study of an elementary school leadership academy. Wilmington University (Delaware).
  • Crowther, E. (1995). An independent school library-classroom-parent pertnership program to encourage respect, responsibility, courtesy, and caring for prekindergarten through eighth grade. ED 388964. Retrieved from https://files.eric.ed.gov/fulltext/ED388964.pdf
  • Dewey, J. (2013). The school and society and the child and the curriculum. University of Chicago Press.
  • Doğan Temur, Ö. & Yuvacı, Z. (2014). Examining the main values concepts and activities acquired at pre-school education institutions providing pre-school values education. Amasya Education Journal, 3(1), 122-149.
  • Doğanay, A. (2007). Değerler eğitimi [Values education]. In C. Öztürk (Ed.), Hayat bilgisi ve sosyal bilgiler öğretimi yapılandırmacı bir yaklaşım [A constructivist approach to life science and social studies teaching] (pp. 255-286). Ankara: Pegem-A Yayıncılık.
  • Early Childhood Ohio (2017). Ohio's early childhood system. Retrieved from http://www.earlychildhoodohio.org/Ohios-EarlyChildhoodSystem.stm
  • Egeland, B., Yates, T., Appleyard, K., & Van Dulmen, M. (2002). The long-term consequences of maltreatment in the early years: A developmental pathway model to antisocial behavior. Children's services: Social policy, research, and practice, 5(4), 249-260. doi: 10.1207/S15326918CS0504_2
  • Erden, M. (1998). Öğretmenlik mesleğine giriş [Introduction to teaching]. İstanbul: Alkım Yayınları.
  • Fixler, B. (2000). A caring and sharing environment helps teach values kindergarten students, ED 445781. Retrieved from https://files.eric.ed.gov/fulltext/ED445781.pdf.
  • Gömleksiz, M. N. (2007). Lise öğrencilerinin toplumsal değerlere ilişkin tutumları: Elazığ ili örneği [Attitudes of high school students towards social values: The case of Elazığ province]. In Kaymakcan, S. Kenan, H. Hökelekli, Z. Ş. Arslan, M. Zengin (Eds.) Değerler ve eğitimi [Values and education] (pp. 727-741). İstanbul: Değerler Eğitimi Merkezi Yayınları.
  • Halstead, J. M., & Taylor, J. M. (2000). Learning and teaching about values: a review of recent research. Cambridge Journal of Education, 30(2), 169-202.
  • Halstead, J.M., & Pike, M. A. (2006). Citizenship and moral education: Values in action. Cornwall: Routledge.
  • Hildebrandt, C., & Zan, B. (2014). Constructivist approaches to moral education in early childhood. In L. P. Nucci & P. Narvaez (Eds.) Handbook of moral and character education (pp. 196-213). New York: Routledge.
  • Katrancı, M (2014). Okul öncesi eğitim ve önemi [Preschool education and its importance]. In S. Seven (Ed.), Okul öncesi eğitime giriş [Introduction to Preschool Education] (pp. 2-14). Ankara: Pegem Akademi.
  • Kirschenbaum, H. (2000). From values clarification to character education: a personal journey. Journal of Humanistic Counseling, Education & Development, 39(1), 4-17.
  • Kohlberg, L. (1971). Stages of moral development. Moral Education, 1(51), 23-92.
  • Melhuish, E. C. (2011). Preschool matters. Science, 333(6040), 299-300. doi: 10.1126/science.1209459
  • Ministry of National Education (MEB), (2013). Republic of Turkey Ministry of National Education, early childhood curriculum. Retrieved from https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • National Association for the Education of Young Children (NAEYC), (2009). NAEYC standards for early childhood professional preparation. Retrieved from https://www.naeyc.org/sites/default/files/globallyshared/downloads/PDFs/resources/positionstatements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf
  • Ogelman, G. H., & Sarıkaya, E. H. (2015). Views of preschool teachers about education of values: Case of Denizli province. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 29, 81-100.
  • Ohio Department of Education, (2017). Birth through kindergarten entry implementation guides. Retrieved from http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/Birth-Through-Pre_K-Implementation-Guides
  • Oktay, A. (1999). Yaşamın sihirli yılları: Okul öncesi dönem [The magic years of life: Preschool]. İstanbul: Epsilon Yayıncılık.
  • Organisation for Economic Cooperation and Development (OECD), (2017). Starting strong v: Transitions from earlychildhood education and care to primary education. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264276253-en.
  • Öztürk-Samur, A. (2011). Değerler eğitimi programının 6 yaş çocuklarının sosyal ve duygusal gelişimlerine etkisi [The impact of the values education program on the social and emotional development of children aged 6 years] (Doctoral dissertation). Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Pagani, L. S., Jalbert, J., & Girard, A. (2005). Does preschool enrichment of precursors to arithmetic influence intuitive knowledge of number in low income children? Early Childhood Education Journal, 34(2), 134-146.
  • Pekdoğan, S., & Korkmaz, H. İ. (2017). The examination of teachers’ view concerning values education for 5-6 year old preschoolers. Mustafa Kemal University Journal of Social Sciences Institute, 14(37), 59-72.
  • Piaget, J. (2002). Judgement and reasoning in the child. Routledge.
  • Reynolds, A. J., Temple, J. A., Ou, S. R., Arteaga, I. A., & White, B. A. (2011). School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. Science, 333(6040), 360-364. doi: 10.1126/science.1203618
  • Rokeach M., & Regan J. F. (1980). The role of values in the counseling situation. The Personnel and Guidance Journal 58( 9), 576–582.
  • Ryan, K., Bohlin, K. E., & McDonnell, S. N. (1999). Building character in schools: Practical ways to bring moral instruction to life. San Francisco: Jossey-Bass.
  • Sapsağlam, Ö. (2016a). Okul öncesi dönemde karakter ve değerler eğitimi: Teoriden uygulamaya [Character and values education in preschool period: From theory to practice]. Ankara: Pegem Akademi.
  • Sapsağlam, Ö. (2016b). Examination of targets in preschool education programs in terms of values. Electronic Turkish Studies, 11(9). 683-700. doi:10.7827/TurkishStudies.9571
  • Schwartz, S. H., Caprara, G. V., & Vecchione, M. (2010). Basic personal values, core political values, and voting: A longitudinal analysis. Political psychology, 31(3), 421-452.
  • Şen, M. (2011). Okul öncesi dönem değerler eğitiminde öğretmenin ve okulun rolü [Role of teacher and school in pre-school values education]. In A. Arıkan (Ed.), Okulöncesi dönemde değerler eğitimi [Values education in preschool period] (123-147). Eskişehir: Anadolu Üniversitesi Yayınları No:2301.
  • Tarkoçin, S., Berktaş, D., & Uyanık Balat, G. (2013). An investigation into the values of the communication which is used in classroom activities by teachers. Pegem Journal of Education & Instruction, 3(2), 37-49.
  • Thompson, M. (2011). Developing moral values in children: observations from a preschool. Ife PsychologIA: An International Journal, 19(2), 394-411.
  • Titus, D. N. (1994). Value education in American secondary schools. ED 381423. Retrieved from http://www.hi-ho.ne.jp/taku77/refer/titus.htm
  • Trout, N. J. (2008). Building chracter education in the preschool. (Doctoral dissertation). Capella University.
  • Ural, O., & Ramazan, O. (2007). Türkiye’de okul öncesi eğitimin dünü ve bugünü. Türkiye’de okul öncesi eğitim ve ilköğretim sistemi temel sorunlar ve çözüm önerileri [Yesterday and today's pre-school education in Turkey. Pre-school and primary education system in Turkey, the main problems and solutions]. Türk Eğitim Derneği. ISBN, 978, 9944-5128.
  • Uzun, M., & Köse, A. (2017). Teachers’ Opinions about the application of values education during preschool education. Journal of Bayburt Education Faculty, 12(23), 305-338.
  • Veugelers, W., & Vedder, P. (2003). Values in teaching. Teachers and Teaching, 9(4), 377-389. doi: 10.1080/1354060032000097262
  • Veyis, F. (2018). The place of Turkish language and literature schoolbooks in national values transferring: An analyze on actual books. Journal of National Education, 48(221), 141-157.
  • Walker, H. M., & Golly, A. (1999). Developing behavioral alternatives for antisocial children at the point of school entry. The Clearing House, 73(2), 104-106.
  • Walker, S., Brownlee, J., Whiteford, C., Cobb-Moore, C., Johansson, E., Ailwood, J. & G. Boulton-Lewis (2012). Early years teachers’ epistemic beliefs and beliefs about children’s moral learning. Teachers and Teaching, 18(2), 263-275. doi: 10.1080/13540602.2012.632267
  • Weist, L. R. (1998). Using immersion to shake up pre-service teachers' views about cultural differences. Journal of Teacher Education, 49(5), 358-365.
  • Yavuzer, H. (2012). Doğum öncesinden ergenlik sonuna çocuk psikolojisi [Child psychology from prenatal to puberty]. İstanbul: Remzi Kitabevi.
  • Yazar, T., & Erkuş, S. (2013). The evaluation the opinions of pre-school education teachers about the values education in pre-school education programme. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 196-211.
  • Yeşil, R., & Aydın, D. (2007). The method and timing in democratic values education. Journal of TSA, 11(2), 65-84.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (8th ed.). Ankara: Seçkin Yayıncılık.
  • Yıldırım, K. (2009). Values education experiences of Turkish class teachers: A phenomonological approach. Eurasian Journal of Educational Research, 35, 165-184.
  • Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.

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

Yıl 2021, Cilt: 8 Sayı: 4, 385 - 408, 01.12.2021

Emin Tamer Yenen Perihan Ulucan

https://doi.org/10.17275/per.21.96.8.4
Cited By: 4

Öz

In this study, the aim is to determine national and universal values that are tried to be taught to children in pre-school education institutions of different cultures and to compare programs and practices in the context of value education within the framework of teachers' views. Case study, one of the qualitative research methods, was used in the study. In the study, criterion and convenience sampling methods, one of the purposive sampling methods, were used in determining the study group. In this context, the study group of the research consisted of 52 pre-school teachers who participated in the study voluntarily from Turkey and the United States, Ohio. In the study, semi-structured interview form was used as the data collection tool. The data of the study was analyzed by content analysis method. The results show that values education cannot be provided only through the integration of values in the curriculum, and that value transfer is a sophisticated process involving many disciplines. It is understood from the findings that there are significant differences in value perception as well as differences in practice in both countries. For example, in both countries the priority national values were found to be different. Although there are similarities in the methods and techniques used in values education practices in both countries, it was concluded that in terms of assessment methods teachers from Ohio were able to employ more diverse methods and observe their students better. In addition, teachers from Ohio do not experience as many problems as Turkish teachers and are solution-oriented in values education practices.

Anahtar Kelimeler

Preschool, early childhood education, preschool education curriculum, values education, preschool teachers

Proje Numarası

(1059B191600044)

Kaynakça

  • Acat, M. B., & Aslan, M. (2010, September). Character education and character education applications in the World. Paper Presented at the 19th Education Sciences Congress. Lefkoşe, Cyprus.
  • ACEV, (2007). “7 is too late” Campaign. Retrieved from https://www.acev.org/wp-content/uploads/2019/10/2007-faaliyetraporueng.pdf
  • Akbaş, O. (2009). Activities carreed out by branch teachers working in primary schools while teaching values: A comparison of the years 2004 and 2007. Kastamonu Education Journal, 17(2), 403-414.
  • Akto, A., & Akto, S. (2017). Methods and techniques used in pre-school values education (a qualitative research). Journal of Oriental Scientific Research, 9(2), 1074-1095. doi: 10.26791/sarkiat.342143.
  • Aral, N., Kandır, A., & Can Yaşar, M. (2003). Okul öncesi eğitim 1 [Preschool education 1]. (2nd ed.). İstanbul: Ya-Pa Yayıncılık.
  • Aspin, D. N. (2000). Values, beliefs and attitudes in education: The nature of values and their place and promotion in schools. Education, Culture and Values, 14, 197-218.
  • Balat, G. U., & Dağal, A. B. (2009). Okul öncesi dönemde değerler eğitimi etkinlikleri [Values education activities in preschool period]. Ankara: Kök Yayıncılık.
  • Başal, H. A. (2012). Gelişim ve psikoloji-nasıl mutlu bir çocuk yetiştirebilirim [Development and psychology-how can I raise a happy child]. Bursa: Ekin kitabevi Yayınları.
  • Chaitanya, M. (2017). Value based education and methods, strategies, approaches to impart it in education. International Journal of Research Culture Society, 1(5), 6-10.
  • Cihan, N. (2014). Values education at schools and its practice in Turkey. Electronic Turkish Studies, 9(2), 429-436.
  • Cooper, D. (2014). Character education: a study of an elementary school leadership academy. Wilmington University (Delaware).
  • Crowther, E. (1995). An independent school library-classroom-parent pertnership program to encourage respect, responsibility, courtesy, and caring for prekindergarten through eighth grade. ED 388964. Retrieved from https://files.eric.ed.gov/fulltext/ED388964.pdf
  • Dewey, J. (2013). The school and society and the child and the curriculum. University of Chicago Press.
  • Doğan Temur, Ö. & Yuvacı, Z. (2014). Examining the main values concepts and activities acquired at pre-school education institutions providing pre-school values education. Amasya Education Journal, 3(1), 122-149.
  • Doğanay, A. (2007). Değerler eğitimi [Values education]. In C. Öztürk (Ed.), Hayat bilgisi ve sosyal bilgiler öğretimi yapılandırmacı bir yaklaşım [A constructivist approach to life science and social studies teaching] (pp. 255-286). Ankara: Pegem-A Yayıncılık.
  • Early Childhood Ohio (2017). Ohio's early childhood system. Retrieved from http://www.earlychildhoodohio.org/Ohios-EarlyChildhoodSystem.stm
  • Egeland, B., Yates, T., Appleyard, K., & Van Dulmen, M. (2002). The long-term consequences of maltreatment in the early years: A developmental pathway model to antisocial behavior. Children's services: Social policy, research, and practice, 5(4), 249-260. doi: 10.1207/S15326918CS0504_2
  • Erden, M. (1998). Öğretmenlik mesleğine giriş [Introduction to teaching]. İstanbul: Alkım Yayınları.
  • Fixler, B. (2000). A caring and sharing environment helps teach values kindergarten students, ED 445781. Retrieved from https://files.eric.ed.gov/fulltext/ED445781.pdf.
  • Gömleksiz, M. N. (2007). Lise öğrencilerinin toplumsal değerlere ilişkin tutumları: Elazığ ili örneği [Attitudes of high school students towards social values: The case of Elazığ province]. In Kaymakcan, S. Kenan, H. Hökelekli, Z. Ş. Arslan, M. Zengin (Eds.) Değerler ve eğitimi [Values and education] (pp. 727-741). İstanbul: Değerler Eğitimi Merkezi Yayınları.
  • Halstead, J. M., & Taylor, J. M. (2000). Learning and teaching about values: a review of recent research. Cambridge Journal of Education, 30(2), 169-202.
  • Halstead, J.M., & Pike, M. A. (2006). Citizenship and moral education: Values in action. Cornwall: Routledge.
  • Hildebrandt, C., & Zan, B. (2014). Constructivist approaches to moral education in early childhood. In L. P. Nucci & P. Narvaez (Eds.) Handbook of moral and character education (pp. 196-213). New York: Routledge.
  • Katrancı, M (2014). Okul öncesi eğitim ve önemi [Preschool education and its importance]. In S. Seven (Ed.), Okul öncesi eğitime giriş [Introduction to Preschool Education] (pp. 2-14). Ankara: Pegem Akademi.
  • Kirschenbaum, H. (2000). From values clarification to character education: a personal journey. Journal of Humanistic Counseling, Education & Development, 39(1), 4-17.
  • Kohlberg, L. (1971). Stages of moral development. Moral Education, 1(51), 23-92.
  • Melhuish, E. C. (2011). Preschool matters. Science, 333(6040), 299-300. doi: 10.1126/science.1209459
  • Ministry of National Education (MEB), (2013). Republic of Turkey Ministry of National Education, early childhood curriculum. Retrieved from https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • National Association for the Education of Young Children (NAEYC), (2009). NAEYC standards for early childhood professional preparation. Retrieved from https://www.naeyc.org/sites/default/files/globallyshared/downloads/PDFs/resources/positionstatements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf
  • Ogelman, G. H., & Sarıkaya, E. H. (2015). Views of preschool teachers about education of values: Case of Denizli province. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 29, 81-100.
  • Ohio Department of Education, (2017). Birth through kindergarten entry implementation guides. Retrieved from http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/Birth-Through-Pre_K-Implementation-Guides
  • Oktay, A. (1999). Yaşamın sihirli yılları: Okul öncesi dönem [The magic years of life: Preschool]. İstanbul: Epsilon Yayıncılık.
  • Organisation for Economic Cooperation and Development (OECD), (2017). Starting strong v: Transitions from earlychildhood education and care to primary education. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264276253-en.
  • Öztürk-Samur, A. (2011). Değerler eğitimi programının 6 yaş çocuklarının sosyal ve duygusal gelişimlerine etkisi [The impact of the values education program on the social and emotional development of children aged 6 years] (Doctoral dissertation). Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Pagani, L. S., Jalbert, J., & Girard, A. (2005). Does preschool enrichment of precursors to arithmetic influence intuitive knowledge of number in low income children? Early Childhood Education Journal, 34(2), 134-146.
  • Pekdoğan, S., & Korkmaz, H. İ. (2017). The examination of teachers’ view concerning values education for 5-6 year old preschoolers. Mustafa Kemal University Journal of Social Sciences Institute, 14(37), 59-72.
  • Piaget, J. (2002). Judgement and reasoning in the child. Routledge.
  • Reynolds, A. J., Temple, J. A., Ou, S. R., Arteaga, I. A., & White, B. A. (2011). School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. Science, 333(6040), 360-364. doi: 10.1126/science.1203618
  • Rokeach M., & Regan J. F. (1980). The role of values in the counseling situation. The Personnel and Guidance Journal 58( 9), 576–582.
  • Ryan, K., Bohlin, K. E., & McDonnell, S. N. (1999). Building character in schools: Practical ways to bring moral instruction to life. San Francisco: Jossey-Bass.
  • Sapsağlam, Ö. (2016a). Okul öncesi dönemde karakter ve değerler eğitimi: Teoriden uygulamaya [Character and values education in preschool period: From theory to practice]. Ankara: Pegem Akademi.
  • Sapsağlam, Ö. (2016b). Examination of targets in preschool education programs in terms of values. Electronic Turkish Studies, 11(9). 683-700. doi:10.7827/TurkishStudies.9571
  • Schwartz, S. H., Caprara, G. V., & Vecchione, M. (2010). Basic personal values, core political values, and voting: A longitudinal analysis. Political psychology, 31(3), 421-452.
  • Şen, M. (2011). Okul öncesi dönem değerler eğitiminde öğretmenin ve okulun rolü [Role of teacher and school in pre-school values education]. In A. Arıkan (Ed.), Okulöncesi dönemde değerler eğitimi [Values education in preschool period] (123-147). Eskişehir: Anadolu Üniversitesi Yayınları No:2301.
  • Tarkoçin, S., Berktaş, D., & Uyanık Balat, G. (2013). An investigation into the values of the communication which is used in classroom activities by teachers. Pegem Journal of Education & Instruction, 3(2), 37-49.
  • Thompson, M. (2011). Developing moral values in children: observations from a preschool. Ife PsychologIA: An International Journal, 19(2), 394-411.
  • Titus, D. N. (1994). Value education in American secondary schools. ED 381423. Retrieved from http://www.hi-ho.ne.jp/taku77/refer/titus.htm
  • Trout, N. J. (2008). Building chracter education in the preschool. (Doctoral dissertation). Capella University.
  • Ural, O., & Ramazan, O. (2007). Türkiye’de okul öncesi eğitimin dünü ve bugünü. Türkiye’de okul öncesi eğitim ve ilköğretim sistemi temel sorunlar ve çözüm önerileri [Yesterday and today's pre-school education in Turkey. Pre-school and primary education system in Turkey, the main problems and solutions]. Türk Eğitim Derneği. ISBN, 978, 9944-5128.
  • Uzun, M., & Köse, A. (2017). Teachers’ Opinions about the application of values education during preschool education. Journal of Bayburt Education Faculty, 12(23), 305-338.
  • Veugelers, W., & Vedder, P. (2003). Values in teaching. Teachers and Teaching, 9(4), 377-389. doi: 10.1080/1354060032000097262
  • Veyis, F. (2018). The place of Turkish language and literature schoolbooks in national values transferring: An analyze on actual books. Journal of National Education, 48(221), 141-157.
  • Walker, H. M., & Golly, A. (1999). Developing behavioral alternatives for antisocial children at the point of school entry. The Clearing House, 73(2), 104-106.
  • Walker, S., Brownlee, J., Whiteford, C., Cobb-Moore, C., Johansson, E., Ailwood, J. & G. Boulton-Lewis (2012). Early years teachers’ epistemic beliefs and beliefs about children’s moral learning. Teachers and Teaching, 18(2), 263-275. doi: 10.1080/13540602.2012.632267
  • Weist, L. R. (1998). Using immersion to shake up pre-service teachers' views about cultural differences. Journal of Teacher Education, 49(5), 358-365.
  • Yavuzer, H. (2012). Doğum öncesinden ergenlik sonuna çocuk psikolojisi [Child psychology from prenatal to puberty]. İstanbul: Remzi Kitabevi.
  • Yazar, T., & Erkuş, S. (2013). The evaluation the opinions of pre-school education teachers about the values education in pre-school education programme. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 196-211.
  • Yeşil, R., & Aydın, D. (2007). The method and timing in democratic values education. Journal of TSA, 11(2), 65-84.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (8th ed.). Ankara: Seçkin Yayıncılık.
  • Yıldırım, K. (2009). Values education experiences of Turkish class teachers: A phenomonological approach. Eurasian Journal of Educational Research, 35, 165-184.
  • Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Emin Tamer Yenen 0000-0003-2359-3518

Perihan Ulucan 0000-0003-4778-1804

Proje Numarası (1059B191600044)
Yayımlanma Tarihi 1 Aralık 2021
Kabul Tarihi 5 Mayıs 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 4

Kaynak Göster

APA Yenen, E. T., & Ulucan, P. (2021). Values Education Practices in Preschool: The Case of Turkey and the United States. Participatory Educational Research, 8(4), 385-408. https://doi.org/10.17275/per.21.96.8.4

Cited By

VALUES DEVELOPMENT THROUGH GYMNASTIC EDUCATION IN PRESCHOOL CHILDREN
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