Araştırma Makalesi
BibTex RIS Kaynak Göster

Development of Children's Rights Education Curriculum for Prospective Preschool Teachers

Yıl 2019, Cilt: 12 Sayı: 4, 1257 - 1283, 03.10.2019
https://doi.org/10.30831/akukeg.471086

Öz

In this study, it was aimed to develop
the Children's Rights Education Curriculum (CREC) for prospective preschool
teachers (PPTs). In the study, 42 PPTs studying at the second-grade level were
provided education with CREC for 28 weeks. Within the scope of the CREC, an
education process consisting of three stages aimed at developing understanding,
skills and attitude was organized for children's rights (CR) and children's
rights education
(CRE). In the first stage,
studies were carried out to develop understanding and attitude for CR, the
violation of CR and the UNCRC. In the second stage, studies were carried out
for the development of the characteristics of CRE and CRE-based educational
environment and the development of attitude towards CRE. Also, in this process,
attitude development studies for CR were maintained. In the third stage,
studies were carried out for the development of activity planning and material
designing skill and the development of attitude. The study results showed that
positive developments occurred in the understanding regarding the violation of
CR, CR and UNCRC, the attitudes towards CR and CRE, and the event planning and
material designing skills related to CRE of PPTs after the CREC. The study is
important in terms of being a model application for the integration of CRE into
pre-school teacher training programs and providing information in this
context.  

Kaynakça

  • Alderson, P. (2000). School student views on school councils and daily at school. Children and Society, 14, 131-134.
  • Bae, B. (2009). Different perspectives on child participation in early childhood education [ECE]. Norwegian Ministry for Education and Research. Retrieved from http://medvirkning.no/artikler/ Bae%20on%2 0child%20participation-March09.pdf
  • Batur Musaoglu, E., & Haktanir, G. (2012). Investigation of MONE preschool program for 36–72 months old Children (2006) according to children’s rights. Educational Sciences: Theory and Practice, 12, 3285–3305.
  • Bilir Seyhan, G ,& Arslan Cansever, B . (2017). Öğretmen adaylarının çocuk haklarına ilişkin algılarının materyal tasarımları ve görüşleri çerçevesinde incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 98-119.
  • Brantefors, L., & Quennerstedt, A. (2016). Teaching and learning children’s human rights: A research synthesis. Cogent Education, 3(1), 1-18.
  • Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis. Boston, MA: Allyn & Bacon.
  • Coşkun, T. (2015). Early childhood teachers’ beliefs towards participation rights of children. (Unpublished master’s thesis). Middle East Technical University, Turkey. Retrieved from http://etd.lib.metu.edu.tr/upload/12619051/index.pdf
  • Covell, K., Howe, R. B., & McNeil, J. K. (2010). Implementing children’s human right education in schools. Improving Schools, 13(2), 117-132.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). London: Sage Publications Ltd
  • Değirmenci, T. (2011). Öğretmen adaylarının çocuk haklarına ilişkin tutumlarının incelenmesi, XX. Eğitim Bilimleri Kurultayı, Burdur: Mehmet Akif Ersoy Üniversitesi.
  • Doğan, Y., Torun, F. & Akgün, İ. H. (2014). Okul öncesi öğretmen adaylarının çocuk haklarına ilişkin tutumlarının çeşitli değişkenlere göre incelenmesi. International Journal of Human Sciences, 11(2), 503-516
  • Ekiz, D., & Akbaş, Y. (2005). İlköğretim 6. sınıf öğrencilerinin astronomi ile ilgili kavramaları anlama düzeyi ve kavram yanılgıları. Milli Eğitim Dergisi, 165, 61-78.
  • Flowers, N., Brederode-Santos, M. E., Claeys, J., Fazah, R., Schneider, A., & Szelényi, Z. (2009). Compass: Manual on human rights education for children. Budapeste: Council of Europe Retrieved from http://www.eycb.coe.int/compasito/pdf/Compasito%20EN.pdf
  • General Teaching Council for Scotland (GTCS) (2012). Retrieved from http://www.gtcs.org.uk/web/FILES/the-standards/standards-for-registration-1212.pdf
  • Hodgkin, R., & Newell, P. (1998). Implementation handbook for the conventation on the rights of the child. New York: UNICEF
  • Howe, R.B, & Cowell, K. (2007). Empowering children:Children’s rights education as a pothway to citizenship, Toronto Canada: University of Toronto Press
  • Hudson, K. (2012). Practitioners' views on involving young children in decision making: Challenges for the children's rights agenda [online]. Australasian Journal of Early Childhood, 37(2), 4-9.
  • Jerome, L., Emerson, L., Lundy, L., & Orr, K. (2015). Teaching and learning about children’s rights. London: UNICEF
  • Kapai P., Bacon-Shone,J., Walsh A., & Wong, F.(2014). Children’s rights education international legal framework and state party obligations.A Project funded by the Hong-Kong commitee for UNİCEF. Retrieved from http://www.law.hku.hk/ccpl/research/KapaiCREUNICEFExecutiveSummary.pdf
  • Karaman-Kepenekci, Y. (2006). A study of university studets’ attitudes towards children’s rights in Turkey. The International Journal of Children’s Rights, 14, 307-319.
  • Lansdown, G., Jimerson, S.R., & Shahroozi, R. (2014). Children's rights and school psychology: children's right to participation. Journal of School Psychology, 52(1), 3-12.
  • Leblebici, H., & Çeliköz, N. (2017). Öğretmen adaylarının çocuk haklarına yönelik tutumları. International Journal of Social Sciences and Education Research, 3(1), 307-318.
  • Ministry of National Education. Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitimi Programı. (2013). Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Mulheron-Te One, S. J. (2008). Perceptions of children’s rights in three early childhood settings. (Unpublished doctoral thesis), Victoria University of Wellington, New Zealand.
  • NCSS (National Council for Social Studies). (1998). Social studies for early childhood and elementary school children preparing for the 21st century. Retrieved fromhttp://socialstudies.org/positions/elementary (06.02.2006).
  • Neslitürk, S., & Ersoy, A. F. (2007). Okulöncesi öğretmen adaylarının çocuk haklarının öğretimine ilişkin görüşleri. Eğitimde Kuram ve Uygulama, 3(2), 245-257.
  • Osler, A., & Starkey, H. (1994). Fundamental issues in teacher education for human rights: A European perspective. Journal of Moral Education, 23(3), 349-360.
  • Osler, A., & Starkey, H. (1998). Children’s rights and citizenship: Some implications for the management of schools. The International Journal of Children’s Rights, 6(3), 313–333. http://dx.doi.org/10.1163/15718189820494085
  • Öztürk A., & Doğanay, A. (2017a). Development of a scale for the attitude towards children’s rights education. Educational Process International Journal, 6(3), 26-41.
  • Öztürk, A., & Doğanay, A. (2017b). Çocuk hakları temelli okul ölçeğinin geliştirilmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(1), 41-58
  • Öztürk, A., & Özdemir-Doğan, G. (2017). Effective children’s rights education from the perspectives of expert teachers in children’s rights education: ATurkish sample. Journal of Education and Learning,6(4), 303-314.
  • Öztürk, A., Topçu, B., & Eren, M. (2017). 4. Sınıf insan hakları, yurttaşlık ve demokrasi ders kitabının katılım hakkı bağlamında incelenmesi. V. International Eurasian Educational Research Congress, Denizli
  • Proficient teacher evidence guide early childhood teachers. (2017). Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/5b21b98c-116b-4f2e-a386-56e77c48f5a8/bostes-proficient-teacher-evidence-guide--early-childhood-teachers.pdf?MOD=AJPERES&CVID=
  • Quennerstedt, A. (2016). Young children’s enactments of human rights in early childhood education. International Journal of Early Years Education, 24(1), 5-18.
  • Ranson, M. (2012). Teaching strategies: The Convention on the Rights of the Child: Suggestions for educator action. Childhood Education, 88 (6), 394-397
  • Robson, J. (2016). Early years teachers and young children’s rights: the need for critical dialogue. Research in Teacher Education, 6(1),6-11.
  • Save the Children (2006). Retrieved from (17.04.2016). http://www.savethechildren.org/atf/cf/%7B9def2ebe10ae432c9bd0df91d2eba74a%7D/STC_Annual2006.pdf
  • Shumba, A. (2003). Children’s rights in schools: What do teachers know? Child Abuse Review, 12, 251-260.
  • Smith, A. B. (2017). Children’s rights and early childhood education. In L. Miller, C. Cameron, C. Dalli,& N. Barbour (Eds.), The SAGE Handbook of early childhood policy (pp. 452-466), London: SAGE Publications
  • Strauss, A., & Corbin, J. (1990). Basic of qualitative research: grounded theory procedures and techniques. Newbury Park, CA: Sage
  • Trägårdh, J. (2009). It is good! It always reminds us that they have rights and we have rights – A study about working with children’s rights in a few preschools in South Africa. Retrieved from http://bada.hb.se/bitstream/2320/4983/1/uppsats%21%21%20komp%20och%20klar%20f%5E%5Er%20ventilering%21%21.pdf
  • Turnšek, N. (2016). Teachers’ implicit theories on child participation in preschool. Athens Journal of Education, 7-18. Retrieved from http://pefprints.pef.uni-lj.si/3381/1/Turnsek_Teachers.pdf
  • Türkoğlu, D., & Gültekin Akduman, G. (2013). Üniversitelerin okul öncesi eğitim programları “çocuk hakları” dersi ve öğrenci görüşlerinin incelenmesi. Uluslararası Aile Çocuk ve Eğitim Dergisi, 1(2), 56-68
  • UN Committee on the Rights of the Child, General comment No. 7 (2005): Implementing Child Rights in Early Childhood. Retrieved from http://www.refworld.org/docid/460bc5a62.html
  • UNICEF. (2014). Child rights education toolkit: Rooting child rights in early childhood education, primary and secondary schools. Retrieved from https://www.unicef.org/crc/files/UNICEF_CRE_Toolkit_FINAL_web_version170414.pdf

Okul Öncesi Öğretmen Adayları İçin Çocuk Hakları Eğitimi Programının Geliştirilmesi

Yıl 2019, Cilt: 12 Sayı: 4, 1257 - 1283, 03.10.2019
https://doi.org/10.30831/akukeg.471086

Öz

Bu
araştırmada, okul öncesi öğretmen adayları (OÖA’lar) için Çocuk Hakları Eğitimi
Programı’nın (ÇHEP’in) geliştirilmesi amaçlanmıştır. Araştırmada, ikinci sınıf
düzeyinde öğrenim görmekte olan 42 OÖA’ya ÇHEP ile 28 hafta eğitim verilmiştir.
ÇHEP kapsamında, çocuk hakları (ÇH) ve çocuk hakları eğitimi (ÇHE) için
anlayış, beceri ve tutum geliştirmeye yönelik üç aşamadan oluşan bir eğitim
süreci organize edilmiştir. Birinci aşamada ÇH, ÇH ihlali ve BMÇHS ilişkin
anlayış ve tutum gelişimi için çalışmalar yapılmıştır. İkinci aşamada, ÇHE ve
ÇHE temelli eğitim ortamının özellikleri ile ÇHE’ye yönelik tutum gelişimi üzerine
uygulamalar yapılmıştır. Ayrıca, bu süreçte ÇH için tutum gelişimi
çalışmalarına devam edilmiştir. Üçüncü aşamada ise ÇHE’ye ilişkin etkinlik
planlama ve materyal tasarlama becerisi ile tutum gelişimi için çalışmalar gerçekleştirilmiştir.
Araştırma sonuçları, ÇHEP sonrasında OÖA’ların ÇH ihlaline, ÇH’ye ve BMÇHS’ye
ilişkin anlayışlarında, ÇH’ye ve ÇHE’ye yönelik tutumlarında, ÇHE’ye ilişkin
etkinlik planlama ve materyal tasarlama becerilerinde olumlu yönde gelişmeler
meydana geldiğini göstermiştir. Araştırma, okul öncesi öğretmen yetiştirme
programlarına ÇHE entegrasyonu için örnek bir uygulama olması ve bu bağlamda
bilgi sağlaması açısından önem taşımaktadır. 

Kaynakça

  • Alderson, P. (2000). School student views on school councils and daily at school. Children and Society, 14, 131-134.
  • Bae, B. (2009). Different perspectives on child participation in early childhood education [ECE]. Norwegian Ministry for Education and Research. Retrieved from http://medvirkning.no/artikler/ Bae%20on%2 0child%20participation-March09.pdf
  • Batur Musaoglu, E., & Haktanir, G. (2012). Investigation of MONE preschool program for 36–72 months old Children (2006) according to children’s rights. Educational Sciences: Theory and Practice, 12, 3285–3305.
  • Bilir Seyhan, G ,& Arslan Cansever, B . (2017). Öğretmen adaylarının çocuk haklarına ilişkin algılarının materyal tasarımları ve görüşleri çerçevesinde incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 98-119.
  • Brantefors, L., & Quennerstedt, A. (2016). Teaching and learning children’s human rights: A research synthesis. Cogent Education, 3(1), 1-18.
  • Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis. Boston, MA: Allyn & Bacon.
  • Coşkun, T. (2015). Early childhood teachers’ beliefs towards participation rights of children. (Unpublished master’s thesis). Middle East Technical University, Turkey. Retrieved from http://etd.lib.metu.edu.tr/upload/12619051/index.pdf
  • Covell, K., Howe, R. B., & McNeil, J. K. (2010). Implementing children’s human right education in schools. Improving Schools, 13(2), 117-132.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). London: Sage Publications Ltd
  • Değirmenci, T. (2011). Öğretmen adaylarının çocuk haklarına ilişkin tutumlarının incelenmesi, XX. Eğitim Bilimleri Kurultayı, Burdur: Mehmet Akif Ersoy Üniversitesi.
  • Doğan, Y., Torun, F. & Akgün, İ. H. (2014). Okul öncesi öğretmen adaylarının çocuk haklarına ilişkin tutumlarının çeşitli değişkenlere göre incelenmesi. International Journal of Human Sciences, 11(2), 503-516
  • Ekiz, D., & Akbaş, Y. (2005). İlköğretim 6. sınıf öğrencilerinin astronomi ile ilgili kavramaları anlama düzeyi ve kavram yanılgıları. Milli Eğitim Dergisi, 165, 61-78.
  • Flowers, N., Brederode-Santos, M. E., Claeys, J., Fazah, R., Schneider, A., & Szelényi, Z. (2009). Compass: Manual on human rights education for children. Budapeste: Council of Europe Retrieved from http://www.eycb.coe.int/compasito/pdf/Compasito%20EN.pdf
  • General Teaching Council for Scotland (GTCS) (2012). Retrieved from http://www.gtcs.org.uk/web/FILES/the-standards/standards-for-registration-1212.pdf
  • Hodgkin, R., & Newell, P. (1998). Implementation handbook for the conventation on the rights of the child. New York: UNICEF
  • Howe, R.B, & Cowell, K. (2007). Empowering children:Children’s rights education as a pothway to citizenship, Toronto Canada: University of Toronto Press
  • Hudson, K. (2012). Practitioners' views on involving young children in decision making: Challenges for the children's rights agenda [online]. Australasian Journal of Early Childhood, 37(2), 4-9.
  • Jerome, L., Emerson, L., Lundy, L., & Orr, K. (2015). Teaching and learning about children’s rights. London: UNICEF
  • Kapai P., Bacon-Shone,J., Walsh A., & Wong, F.(2014). Children’s rights education international legal framework and state party obligations.A Project funded by the Hong-Kong commitee for UNİCEF. Retrieved from http://www.law.hku.hk/ccpl/research/KapaiCREUNICEFExecutiveSummary.pdf
  • Karaman-Kepenekci, Y. (2006). A study of university studets’ attitudes towards children’s rights in Turkey. The International Journal of Children’s Rights, 14, 307-319.
  • Lansdown, G., Jimerson, S.R., & Shahroozi, R. (2014). Children's rights and school psychology: children's right to participation. Journal of School Psychology, 52(1), 3-12.
  • Leblebici, H., & Çeliköz, N. (2017). Öğretmen adaylarının çocuk haklarına yönelik tutumları. International Journal of Social Sciences and Education Research, 3(1), 307-318.
  • Ministry of National Education. Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitimi Programı. (2013). Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Mulheron-Te One, S. J. (2008). Perceptions of children’s rights in three early childhood settings. (Unpublished doctoral thesis), Victoria University of Wellington, New Zealand.
  • NCSS (National Council for Social Studies). (1998). Social studies for early childhood and elementary school children preparing for the 21st century. Retrieved fromhttp://socialstudies.org/positions/elementary (06.02.2006).
  • Neslitürk, S., & Ersoy, A. F. (2007). Okulöncesi öğretmen adaylarının çocuk haklarının öğretimine ilişkin görüşleri. Eğitimde Kuram ve Uygulama, 3(2), 245-257.
  • Osler, A., & Starkey, H. (1994). Fundamental issues in teacher education for human rights: A European perspective. Journal of Moral Education, 23(3), 349-360.
  • Osler, A., & Starkey, H. (1998). Children’s rights and citizenship: Some implications for the management of schools. The International Journal of Children’s Rights, 6(3), 313–333. http://dx.doi.org/10.1163/15718189820494085
  • Öztürk A., & Doğanay, A. (2017a). Development of a scale for the attitude towards children’s rights education. Educational Process International Journal, 6(3), 26-41.
  • Öztürk, A., & Doğanay, A. (2017b). Çocuk hakları temelli okul ölçeğinin geliştirilmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(1), 41-58
  • Öztürk, A., & Özdemir-Doğan, G. (2017). Effective children’s rights education from the perspectives of expert teachers in children’s rights education: ATurkish sample. Journal of Education and Learning,6(4), 303-314.
  • Öztürk, A., Topçu, B., & Eren, M. (2017). 4. Sınıf insan hakları, yurttaşlık ve demokrasi ders kitabının katılım hakkı bağlamında incelenmesi. V. International Eurasian Educational Research Congress, Denizli
  • Proficient teacher evidence guide early childhood teachers. (2017). Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/5b21b98c-116b-4f2e-a386-56e77c48f5a8/bostes-proficient-teacher-evidence-guide--early-childhood-teachers.pdf?MOD=AJPERES&CVID=
  • Quennerstedt, A. (2016). Young children’s enactments of human rights in early childhood education. International Journal of Early Years Education, 24(1), 5-18.
  • Ranson, M. (2012). Teaching strategies: The Convention on the Rights of the Child: Suggestions for educator action. Childhood Education, 88 (6), 394-397
  • Robson, J. (2016). Early years teachers and young children’s rights: the need for critical dialogue. Research in Teacher Education, 6(1),6-11.
  • Save the Children (2006). Retrieved from (17.04.2016). http://www.savethechildren.org/atf/cf/%7B9def2ebe10ae432c9bd0df91d2eba74a%7D/STC_Annual2006.pdf
  • Shumba, A. (2003). Children’s rights in schools: What do teachers know? Child Abuse Review, 12, 251-260.
  • Smith, A. B. (2017). Children’s rights and early childhood education. In L. Miller, C. Cameron, C. Dalli,& N. Barbour (Eds.), The SAGE Handbook of early childhood policy (pp. 452-466), London: SAGE Publications
  • Strauss, A., & Corbin, J. (1990). Basic of qualitative research: grounded theory procedures and techniques. Newbury Park, CA: Sage
  • Trägårdh, J. (2009). It is good! It always reminds us that they have rights and we have rights – A study about working with children’s rights in a few preschools in South Africa. Retrieved from http://bada.hb.se/bitstream/2320/4983/1/uppsats%21%21%20komp%20och%20klar%20f%5E%5Er%20ventilering%21%21.pdf
  • Turnšek, N. (2016). Teachers’ implicit theories on child participation in preschool. Athens Journal of Education, 7-18. Retrieved from http://pefprints.pef.uni-lj.si/3381/1/Turnsek_Teachers.pdf
  • Türkoğlu, D., & Gültekin Akduman, G. (2013). Üniversitelerin okul öncesi eğitim programları “çocuk hakları” dersi ve öğrenci görüşlerinin incelenmesi. Uluslararası Aile Çocuk ve Eğitim Dergisi, 1(2), 56-68
  • UN Committee on the Rights of the Child, General comment No. 7 (2005): Implementing Child Rights in Early Childhood. Retrieved from http://www.refworld.org/docid/460bc5a62.html
  • UNICEF. (2014). Child rights education toolkit: Rooting child rights in early childhood education, primary and secondary schools. Retrieved from https://www.unicef.org/crc/files/UNICEF_CRE_Toolkit_FINAL_web_version170414.pdf
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ayşe Öztürk 0000-0001-9279-1716

Yayımlanma Tarihi 3 Ekim 2019
Gönderilme Tarihi 16 Ekim 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 12 Sayı: 4

Kaynak Göster

APA Öztürk, A. (2019). Development of Children’s Rights Education Curriculum for Prospective Preschool Teachers. Journal of Theoretical Educational Science, 12(4), 1257-1283. https://doi.org/10.30831/akukeg.471086