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Early Childhood Education in Turkey: A Critical Overview
Abstract
The fact that studies on Early Childhood Education (ECE) in Turkey have recently been put on the agenda together with changes in the field of education reveals the importance of ECE in general. The lack of critical and historical studies on ECE makes it especially difficult to obtain a general point of view, and causes us to neglect any review of the problem. Therefore, a review of the historical process is required to understand the structural and legal arrangements related to ECE. This article, in this context, will focus primarily on the historical process of ECE and then determine its current status.
... For this reason, the secularization, which was accepted as an important step to the modernization of the society, required structural arrangements both in the field of education and in other social and economic areas (Çakıroğlu & Çakıroğlu, 2003). This structural arrangement was centralized by making education a complete division of the Ministry of National Education (MoNE) with the Law on Unification of Education enacted in 1924, and it was resolved that structural reforms and laws related to education, programs applied in schools, and the teacher training and appointments be carried out by the MoNE (Toran, 2012). While the teacher training programs in Turkey were conducted by the MoNE until 1982, they started to be carried out by faculties of education after 1982. ...
... However, due to the fact that the literacy campaign was carried out effectively particularly during the first years of the Republic, a less interest than that in the primary school level was shown but the interest started increasing gradually especially as of the 1990s (Deretarla Gül, 2008). Goals were set particularly related to the competencies of teachers in order to conduct studies for popularization of the preschool education, to increase the quality and to implement effective models but such goals could not be achieved due to many structural problems such as the problem of access to preschool education, problems in teacher training, and the frequent change of the education policies (Toran, 2012). ...
... Bu sebeple toplumun modernleşmesinin önemli bir adımı olarak kabul edilen sekülerleşme hem eğitim alanında hem de diğer sosyal ve ekonomik alanlarda yapısal düzenlemeleri gerektirmiştir (Çakıroğlu & Çakıroğlu, 2003). Eğitimde bu yapısal düzenleme 1924 yılında çıkarılan Tevhid-i Tedrisat Kanunu ile eğitim tamamen Milli Eğitim Bakanlığı'na (MEB) bağlanarak merkezileştirilmiş ve eğitimle ilgili yapısal reformların, yasaların, okullarda uygulanan programların, öğretmen yetiştirme ve öğretmen atamalarının MEB tarafından yürütülmesine karar verilmiştir (Toran, 2012). Türkiye'de öğretmen yetiştirme programları 1982 yılına kadar MEB tarafından, 1982'den günümüze kadar ise üniversitelere bağlı eğitim fakülteleri tarafından yürütülmektedir. ...
This study aimed to determine the opinions of preschool teachers about courses they attended in a preschool undergraduate program in order to support their professional development. The case study, one of the qualitative research designs, was adopted in the study. Two sampling strategies, snowball and criterion sampling, were used for the determination of participants. 26 teachers from 6 different preschools voluntarily participated in the research. The data were collected through semi-structured interviews carried out in two steps; before and after participating in the courses in the preschool undergraduate program. Descriptive analysis was employed in the analysis of the data. Results revealed that preschool teachers put into practice in-service program outputs tailored to their needs and in line with their professional development needs and made suggestions so that in-service training programs to be designed for their professional development can be more effective. In conclusion, the preschool teachers were found to need alternative in-service training programs.
... Unlike Austria, early childhood education (ECE) had been largely side lined in the first decades of the new Turkish Republic (1923), mostly as a consequence of the prioritization of primary education (Bekman, 2005) and is not deeply rooted in the history of Turkish education and tradition. Although there were some institutions providing a kind of education for young children during the Ottoman Empire Period (Ural and Ramazan, 2007;Altun et al., 2011) and although the Ottoman elementary schools were known to be the first ECE schools, the first schools in the modern sense were opened in the early 1910s by the Party of Union and Progress (Toran, 2012). According to Bekman (2005) Turkey does not have standardized widespread system of ECE programs and after the 1990's ECE began to receive the attention it deserved and a large number of studies and programs have been conducted since then. ...
In this study, postgraduate theses in the fields of pedagogy and preschool education in Austria and Turkey are compared in terms of factors such as similarity index, research designs and quality of academic writing. To achieve this goal, a commonly-used web-based plagiarism detection service was used to determine the similarity indexes of 258 theses prepared in the two countries (124 from Austria, 134 from Turkey) by checking them against existing sources such as articles, theses, and books; and a relational screening model was used to determine the degree of correlation among variables. In addition, the research topics, research designs, and data collection tools employed in each thesis were identified and content analysis was performed on selected theses with an eye to gaining a sense of the methodological approaches used in pedagogy in Austrian and Turkish universities and making comparisons between the two countries. Our results suggest that the mean similarity index between the postgraduate theses in Austria is 8.78 (Std. Dev. 4.91), while the mean similarity index between the postgraduate theses prepared in Turkey is 25.10 (Std. Dev. 9.85). Our analysis indeed indicates that 91% (n 113) of the theses prepared at Austrian universities and only 13% (n 17) of the theses prepared at Turkish universities did not exceed the acceptable similarity index of 15%. The fact that 87% of the theses written in Turkey are dramatically similar to the available resources shows that many of the studies carry potential risks in terms of originality and plagiarism.
... As it is the case in many countries, the first step in the path of professionalization of being a preschool teacher is to be a graduate of a bachelors' program. Similarly, preschool teacher should be qualified to teach after receiving his or her bachelors' degrees from four-year undergraduate program of early childhood education in Turkey (Toran, 2012;Yükseköğretim Kurulu [YÖK], 2007). Teacher candidates list their program preferences in accordance with their university entrance exam scores and they are placed to their faculties through a centralized system. ...
Teaching as a profession starts with "a passion for teaching", which is reflected into teaching and professional practices of the teacher. This study aims to examine the professionalization process of preschool teachers and reveal the reasons why they want to be preschool teachers, their perceptions towards the profession and the initial challenges encountered in Turkey. This study used qualitative method and face to face interviews were conducted with 47 preschool teachers. Preschool teachers' views appeared to extend on the two following extreme spectrums: "Being the caretaker of the young population" and "having a passion to play a significant role in the future of children". Preschool teachers' accounts about their experiences in the career entry phase showed that all of them had the feelings of anxiety and fear.
Social, political and cultural factors have always been keys to constructing the notion of childhood. In order to understand this construction, it is important to examine the historical evolution of the concept. In modern Turkey, childhood has been a concern to officials since the early days of the Republic. In this chapter, we track down the construction of childhood in modern Turkey. We utilize official texts of national educational councils and legal documents to provide a depiction of the imagination of the new state regarding the notion of childhood. The newly founded state treated childhood as a crucial site of building future citizens who accepted duties assigned them by the state, and were not only devoted to values prescribed by the state but also fit to protect and promote these values. We argue that the newly founded state aspired to create a new type of citizen who above all prioritized survival of the state, glorifying official ideology, preserving national and moral values and acting in the interests of the state and nation, and all of which starting with the fabrication of ideal childhood.
This study examines the effects of policies concerning preschool education developed during the COVID-19 pandemic in Turkey. The study utilizes qualitative methodology to examine how legal documents (laws, circulars, regulations, and directives) were produced during the pandemic, what they contained, and how they were received in practice through interviews with teachers. The data source of the study comprises legal regulations and statements concerning the development of educational policies during the pandemic in Turkey. Focus group interviews with seven (five female and two male) preschool teachers were also conducted. The study revealed that the legal regulations developed during the pandemic created uncertainty in practice, and that the burden of the everchanging decisions fell on the teachers. Furthermore, due to the vague centralized policies, teachers were left alone; they lacked the ability to use digital tools in a pedagogical setting; and the lack of sufficient guidance for face-to-face education during the pandemic period put teachers in a difficult situation. During this period, preschool teachers developed coping strategies. Despite the difficulties, preschool teachers developed their own solutions, took initiative to manage the process effectively, and aimed to cope with the process to the best of their abilities.
This study aims to reveal the meanings attached to the concept of childhood and discuss how it is conceptualized and shaped with cultural attributes by parents and preschool teachers. The study was based on both quantitative and qualitative stance. One hundred and thirty parents and 125 preschool teachers participated in the first phase of the study. As a follow-up study, face to face interviews were also conducted with 11 parents and 13 preschool teachers to provide in-depth explanations for the definitions of childhood. Results showed that parents and preschool teachers placed the child as the representative of the moral values as well as emphasizing the obedience as one of the main qualities that a child should have. Their expectancies from their children seem to be in parallel with the meaning they attribute to childhood. Cultural, educational and psychological factors seem to be influential in the ways parents and preschool teachers define childhood.
Bu çalışmanın amacı, okul öncesi eğitimin özellikle Meşrutiyet döneminden günümüze kadar geçirdiği tarihsel süreçleri ve günümüzde okul öncesi eğitimin önemini vurgulamaktır. Bu anlamda, Meşrutiyetten günümüze kadar okul öncesi eğitimle ilgili literatür taraması yapılmıştır. Sonuçlar, ülkemizde meşrutiyetle birlikte anaokullarının açılmaya başladığını ve cumhuriyet döneminde bu okulların sayılarının artmasıyla birlikte Kalkınma Raporlarında ve Milli Eğitim Şuralarında yer almaya başladığını göstermektedir. Bununla birlikte son on yıl içerisinde okul öncesi eğitimde okullaşma oranlarında önemli artışlar olmuştur. Bu niceliksel artışla paralel olarak okul öncesi eğitim kurumlarının niteliğinde de önemli değişimler göze çarpmaktadır.
Anahtar sözcükler: Okul öncesi eğitim, eğitim tarihi, anaokulu
ABSTRACT The review article aims to focus on the historical transformation of early childhood education beginning from the constitutional monarchy era in Turkey. The other purpose of the study is to emphasize the importance and relevance of early childhood education in our times. Thus, literature related to early childhood education and studies conducted between the eras of constitutional monarchy and modern Turkey have been reviewed. Results of the analysis revealed that early childhood education schools were more widespread in republication era, policies related to early childhood education began to appear in Development Plans and on the agendas of National Education Councils. In addition to that, within the last decade we observed a sharp increase in the rate of children attending preschools. Parallel to this quantitative increase, it is obvious that other qualitative changes have taken place in early childhood education schools.
Araştırma Türkiye’de ki okulöncesi eğitim kurumlarının ortaya çıkışı ve gelişimini ortaya koymayı amaçlamaktadır. Erken çocukluk eğitimi de denilen okulöncesi eğitimi 0-6 yaş arasındaki çocukların tüm gelişim alanlarını bir bütün olarak desteklemek, bakımlarını ve korunmalarını sağlamak ve onları ilköğretime hazırlamak için verilen eğitimdir. Türkiye’de 1908’de bazı illerde görülme başlayan ana okulları 1912-1913 yıllarında ilk resmi olarak kurulup yaygınlaşmaya başlamıştır. 1930 yılında en kötü dönemini yaşayan bu eğitim kademesi 1960’lardan sonra gelişmeye başlamıştır.
Anahtar Kelimeler: Okul öncesi eğitim, Okul Öncesi Eğitim Tarihi
Türkiye'de siyasal iktidar, çocukluk konusunu paternalist
bir bakış açısına dayalı bir anlayışla tanımlamıştır. Bu paternalist bakış
açısı da ağırlıkla komma ve yönlendirme boyutlarında odaklanmıştır. Koruma,
çocukların çeşitli açılardan gelişimlerini ön göıürken, yönlendirme onlara
milliyetçi görev ve sorumlulukların yüklenmesine neden olmuş; İdeal Türk
çocuğu, ağırlıkla paternalizme dayalı cumhuriyetçi ve milliyetçi değerler
içinde anlamlandırılmıştır. Ulusal entegrasyonu amaçlayan bu Locke'cu protestan
çocukluk anlayış, müdahale ve vesayeti öne çıkarmış, ancak tüm çocuklara
yönelik düşünce ve pratiklerde sınıfsal ayrımların önüne geçememiştir.
Jön Türkler, imparatorluğun dağılmasının sebebi olarak gördükleri Abdülhamit rejimini 23 Temmuz 1908 devrimiyle yıktılar. Amaçları, imparatorluğun bütünlüğünü korumak ve modernleşmesini sağlamaktı. Toplumsal ilerlemenin gerçekleşebilmesi için de halkı dönüşüm sürecine katmak istiyorlardı. Bu dönüşüm sürecinde de toplumu yeniden şekillendirmede eğitimi en temel araç olarak görüyorlardı. Müslüman-Türk tebaanın eğitim seviyesini yükseltmek isteyen İttihatçılar, formel eğitimin yanında basın ve kültürel etkinliklerle de kitlelere ulaşmaya çalışmışlardı. İşte bu çalışmada; II. Meşrutiyet Dönemi’nde İttihat ve Terakki’nin eğitim politikalarıyla toplumu dönüştürürken nasıl bir yol izlediği ortaya konulmaya çalışılmıştır. Bu bağlamda İttihat ve Terakki’nin, vatanseverlik aşılamak için ders kitaplarının içeriğini kendi ideolojisine uygun bir şekilde değiştirerek toplumu şekillendirme gayreti üzerinde durulmaktadır.
This article aims to describe and reflect on the new early childhood teacher education curriculum in Turkey. The new curriculum
is part of a large-scale reform agenda to improve education at all levels. The article begins with a brief history of early
childhood education and early childhood teacher education in Turkey. Then, the needs for the curriculum revision and major
characteristics of the revised curriculum are discussed. The article concludes with brief discussion about the innovations
and suggestions for future research dealing with the implementation and effectiveness of the revised curriculum
II. Meşrutiyet dönemi farklı görüş ve düşüncelerin bir arada varlıklarını sürdürdükleri oldukça önemli bir dönemdir. Bu düşünceler Cumhuriyet inkılâplarının hazırlık safhasını oluşturmuştur. Dönemin toplumsal ve siyasi akımları sosyolojik bir özellik gösterir. Sorunların çözümü için farklı çözüm önerileri getiren aydınların üzerinde durdukları konuların başında, çağa uygun bir toplumsal değişim/dönüşüm yapabilmek gelir. Bunun içinde de yeni bir nesle ve zihniyete ihtiyaç duyulmuştur. Geleneksel düşünce kalıplarından sıyrılmak şart görülmüş ve sosyo-kültürel bakımdan yeni bir birey tipi tasvir edilmiştir. Bu yazıda II. Meşrutiyet aydınlarının istedikleri toplumsal değişim için yaratmayı düşündükleri yeni birey tipi/kimliği ve toplum modeli incelenmiştir.
1908–1918 yillari Osmanli Devleti’nin en zor yillaridir. Bu yillar icinde saltanat degisikligi olmus, Balkan Savaslari’nda agir bir yenilgi yasanmis ve hemen arkasindan Birinci Dunya Savasi sonunda Osmanli Devleti teslim olmustur. Bu zor yillarda mesrutiyet yonetimine gecis bir kurtulus yolu olarak gorulmustur. Yeni yonetim goreve basladiktan sonra dil ve egitim sistemi uzerinde milliyetci bir politika izlemeye baslamistir. The Times Gazetesi haberlerine dayandirilan bu arastirmada Osmanli Hukumetleri’nin dil ve egitim politikalarina karsi gosterilen tepkiler degerlendirmeye alinmistir
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- . Dokuzuncu Beş Yıllık Kalkınma Planı
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Ankara: Government Printing Office
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