Araştırma Makalesi
BibTex RIS Kaynak Göster

CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS

Yıl 2023, Cilt: 7 Sayı: 2, 68 - 94, 24.05.2023

Öz

Early childhood years are critical in transferring culture to children. Early childhood education institutions have a paramount responsibility in transferring cultural codes to children in this critical period. This study aimed to examine the practices of transferring cultural codes to children in early childhood education institutions and teachers' views regarding this phenomenon. The esearch was carried out by the qualitative research method and case study design. The study group was formed by the purposeful sampling method and homogeneous sampling technique. 20 preschool teachers working in different early childhood education institutions (nursery class, kindergarten) formed the working group. In addition, the educational environments of four different early childhood education institutions were examined in terms of cultural elements. The research data were collected through an interview form consisting of structured and semi-structured questions prepared by the researcher in line with the relevant literature and expert opinion, and through the educational environment review form. The content analysis method was applied in the analysis of the research data. At the end of the study, it was found that teachers care about the transfer of cultural codes, do not consider themselves competent to teach these codes, do drama activities mostly to teach them, define them as traditions and values, mostly set national heroes as the example in the transmission of cultural codes. In addition, it was revealed that the teachers thought that cultural ducation positively affects children's personality development and provides cultural sustainability. As for educational environments, they were found to be insufficient in terms of contributing to the teaching of cultural elements.

Kaynakça

  • Aslan, S. (2018). How is multicultural education perceived in elementary schools in Turkey? A case study. European Journal of Educational Research, 8 (1), 233- 247.
  • Basiago, A. D. (1999). Economic, social, and environmental sustainability in development theory and urban planning practice. The Environmentalist, 19 (2), 145– 161.
  • Berkowitz, M. W. & Bier, M. C. (2004). Research-based character education. Amerikan Academy of Political & Social Science, (591), 72 - 85.
  • Bodrova, E., Leong, D., Güler, T., & Haktanır, G. (2010). Zihnin araçları: Erken çocukluk eğitiminde Vygotsky yaklaşımı. Ankara: Anı Yayıncılık.
  • Bowling, A. (2002). Research methods in health: Investigating health and health services. Philadelphia: McGraw-Hill House.
  • Briede, L. & Drelinga, E. (2021). Personal sustainability and sustainable employability: Perspective of vocational education students. Journal of Teacher Education for Sustainability, 22 (2), 40-48. https://doi.org/10.2478/jtes-2020-0015
  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press
  • Bruner, J. S. (1996). The culture of education. London: Harvard University Press. Bubikova-Moan, J., Næss Hjetland, H., & Wollscheid, S. (2019). ECE teachers’ views on play-based learning: A systematic review. European Early Childhood Education Research Journal, 27 (6), 776-800.
  • Burke, E. (2014). Tarih ve toplumsal kuram. (Çev.: Mete Tunçay). İstanbul: Tarih Vakfı Yurt Yayınları.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştırma yöntemleri (11. Baskı). Ankara: Pegem Akademi.
  • Coombs-Richardson, R. & Tolson H. (2005). A comparison of values rankings for selected American and Australian teachers. Journal of Research in International Education, 4, 263-277.
  • Costandius, E. (2010). Using art as a medium to enhance social responsibility and citizenship. Discourse and Communication for Sustainable Education, 2 (1), 74-81. DOI: 10.2478/dose-2013-0016
  • Coşkun Keskin, S., & Daysal-Ersoy, D. (2012). Erken çocukluk döneminde sosyokültürel eğitime dair örnek bir çalışma: Mimar Sinan. International Online Journal of Educational Sciences. 4, 117 – 130. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approach. California: Sage Publications.
  • Çağlayan, A. (2005). Ahlak pusulası ahlak ve değerler eğitimi. İstanbul: Değerler Eğitimi Merkezi Yayınları.
  • Darling-Hammond, L., & Youngs. P. (2002). “Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us?” Educational Researcher 31: 13–25.
  • Demir, R. (2019). Türkiye’de çocuk kanallarında yayınlanan çizgi filmlerde dini ve kültürel değerler eğitimi. Doktora Tezi, Sakarya Üniversitesi Sosyal Bilimler Enstitüsü, Sakarya.
  • Dessein J., Soini, K., Fairclough, G. & Horlings, L. (eds) (2015). Culture in, for and as sustainable development. Conclusions from the COST action IS1007 investigating cultural sustainability. Finland: University of Jyvaskyla. http://www.culturalsustainability.eu/conclusions.pdf adresinden 05.02.2020 tarihinde erişilmiştir.
  • Duran, M. (2020). Attitudes of preschool teachers towardsvalues education. International Online Journal of Educational Sciences, 12 (5), 271-286.
  • El Nokali, N., Bachman, H., & Votruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81, 988-1000. Erikson, E. H. (1994). Identity and the life cycle. WW Norton & Company.
  • Erşan, Ş . (2019). Ebeveynlerin okul öncesi eğitim kurumundan ve öğretmenden beklentilerinin incelenmesi. Sinop Üniversitesi Sosyal Bilimler Dergisi, 3 (2), 161-178. DOI:10.30561/sinopusd.613394
  • Fedosejeva, J., Boče, A., Romanova, M., Iliško, D., & Ivanova, O. (2018). Education for Sustainable Development: The choice of pedagogical approaches and methods for the implementation of pedagogical tasks in the anthropocene age. Journal of Teacher Education for Sustainability, 20, (1), 157-179. https://doi.org/10.2478/jtes-2018-0010
  • Franzenburg, G. (2016). Sustainability by education: How Latvian heritage was kept alive in German exile. Discourse and Communication for Sustainable Education, 6 (1), 100-112. DOI: 10.1515/dcse-2016-0007
  • Gorina, M., Ivanova, O., & Kravale-Paulina, M. (2021). Foster parents readiness for the ımplementation of foster family pedagogy. Journal of Teacher Education for Sustainability, 22, (2), 26-39. https://doi.org/10.2478/jtes-2020-0014
  • Gül, G., Mintaş, S. & Engür, D. (2020). Şarkılarla değer eğitiminin okul öncesi çocukların farkındalık düzeyine etkisi. Değerler Eğitimi Dergisi, 18 (39), .9-31. https://doi.org/10.34234/ded.597237
  • Gülden, B. (2019). Türkçe öğretim programmlarının ve Türkçe ders kitaplarının kültür aktarımı bağlamında somut olmayan kültürel miras ögeleri açısından incelenmesi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Irugalbandara, A., & Campbell, M. (2020). A new strategy for Sri Lankan drama education. Research in Drama Education: The Journal of Applied Theatre and Performance, 25 (2), 256-262.
  • Kafol, B. S., Denac, O., & Znidarsic, J. (2015). Opinion of the Slovenian preschool teachers about arts and cultural education in kindergarten. Procedia - Social and Behavioral Sciences, 197, 1317-1325,
  • Karacabey, M. F., Özdere, M. & Bozkuş, K. (2019). The attitudes of teachers towards multicultural education. European Journal of Educational Research, 8 (1), 383- 393.
  • Kasser, T. (2011). Cultural values and the well-being of future generations: A crossnational study. Journal of Cross-Cultural Psychology, 42 (2), 206-215. doi:10.1177/0022022110396865
  • Keys, T. D., Farkas, G., Burchinal, M. R., Duncan, G. J., Vandell, D. L., Li, W., & Howes, C. (2013). Preschool center quality and school readiness: Quality effects andvariation by demographic and child characteristics. Child Development, 84, 1171–1190. http://dx.doi.org/10.1111/cdev.12048Kusmin
  • Kırtel, A. (2012). Erken çocukluk döneminde sosyo-kültürel eğitim: Türk tarihine ait bazı olay ve olgular üzerine bir eylem araştırması. Yüksek Lisans Tezi, Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.
  • Kırtel, A. (2018). 60-72 aylık çocuklara yönelik hazırlanmış sosyo-kültürel etkinliklerin uygulanması. Doktora Tezi, Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.
  • Laine, M. (2016). Culture in sustainability defining cultural sustainability in education. Discourse and Communication for Sustainable Education, 7 (2), 52-67.
  • Lickona, T. (1991). Educating for character: how our schools can teach respect and responsibility. New York: BantamBooks.
  • Logvinova, O. K. (2016). Socio-pedagogical approach to multicultural education at preschool. Procedia - Social and Behavioral Sciences, 233, 206-210, MEB. (1973). Milli eğitim temel kanunu. Ankara. https://www.mevzuat.gov.tr/MevzuatMetin/1.5.1739.pdf adresinden 10.12.2020 tarihinde erişilmiştir.
  • MEB. (2016). Fen ve matematik etkinlikleri. http://www.megep.meb.gov.tr/mte_program_modul/moduller/Fen%20ve%20Ma tematik%20Etkinlikleri.pdf adresinden 10.10.2019 tarihinde erişilmiştir.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage Publications.
  • Montessori, M. (1982). Çocuk eğitimi: Montessori metodu. İstanbul: Sander Yayınları.
  • Morrison, G. S. (2007). Early childhood education today. Ohio: Pearson Merrill Prentice Hall.
  • NAEYC. (2018). NAEYC Program Standarts. https://www.naeyc.org/ourwork/families/10-naeyc-program-standards#9 adresinden 13.02.2021 tarihinde erişilmiştir.
  • Ogbu, J. U. (1982). Cultural discontinuities and schooling. Antropology & Education Quarterly, 13, 290-307.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (M. Bütün ve S. B. Demir, Çev. Ed.). Ankara: Pegem Akademi.
  • Rieckmann, M. (2018). Key themes in education for sustainable development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Issues and trends in Education for Sustainable Development (pp. 61-85). Paris: UNESCO.
  • Sapsağlam, Ö. & Ömeroğlu, E. (2015). Okul öncesi ö ğretmenlerinin eğitim programlarında değerler eğitimine yer verme düzeylerinin belirlenmesi. International Journal of Eurasia Social Sciences, 6 (21), 244-264.
  • Sapsağlam, Ö. (2016). Okul öncesi dönemde karakter ve değerler eğitimi: Teoriden uygulamaya (Edt. Esra ÖMEROĞLU). Ankara: Pegem Akademi Yayınları.
  • Sapsağlam, Ö . (2020). Okul öncesi eğitim programlarının milli kavramlar açısından incelenmesi. Türkiye Eğitim Dergisi, 5 (1), 1-16. Retrieved from https://dergipark.org.tr/en/pub/turkegitimdergisi/issue/54397/680482
  • Schaefer, M. P. (2012). Determining methods for teaching character education in elementary schools. Doctoral Thesis, Northcentral University, Arizona.
  • Schmitt, S. A., Pratt, M. E., Korucu, I., Napoli, A. R., & Schmerold, K. L. (2018). Preschool classroom quality and social-emotional functioning: Findings across geographic regions. Early Childhood Research Quarterly, 43, 11-22.
  • Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental social psychology, 25, 1–65. Academic Press. https://doi.org/10.1016/S0065-2601(08)60281-6
  • Shove, E. (2003). Converging conventions of comfort, cleanliness and convenience. Journal of Consumer Policy, 26 (4), 395-418.
  • Singh, A. (2011). Evaluating the impacts of value education: Some case studies. International Journal of Educational Planning & Administration, 1 (1), 1-8. Tylor, E. B. (1871). Primitive culture. London: John Murray.
  • TDK. (2019). Büyük Türkçe sözlük. http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS. 5d8d0ecd3e9620.25268271 adresinden 26.09.2019 tarihinde erişilmiştir.
  • Tural, S. (1988). Kültürel kimlik üzerine düşünceler. Ankara: Kültür ve Turizm Bakanlığı.
  • Ukpokodu, O. (2011) Developing teachers' cultural competence: One teacher educator's practice of unpacking student culturelessness. Action in
  • UNESCO. (2008). The Gothenburg recommendations on education for sustainable development. Retrieved from https://www.chalmers.se/sv/om-chalmers/miljo-ochhallbar-utveckling/tidig-satsning-pa-miljo-och-hallbarhet/Documents/Goteborgs rekommendationerna.pdf adresinden 02.02.2020 tarihinde erişilmiştir.
  • UNESCO. (2009). Bonn declaration. UNESCO world conference on education for sustainable development. Bonn, Germany. Retrieved from: http://www.esdworldconference 2009.org/fileadmin/download/ESD2009_Bonn Declaration080409.pdf adresinden 10.02.2020 tarihinde erişilmiştir.
  • Ülavare, P. & Veisson, M. (2015). Values and values education in estonian preschool child care ınstitutions. Journal of Teacher Education for Sustainability, 17 (2), 108-124.
  • Veisson, M., & Kabadayi, A. (2018). Exploring the preschool teachers’ views on professionalism, quality of education and sustainability: International Study in Estonia and Turkey. Journal of Teacher Education for Sustainability, 20 (2), 5–18.
  • Veugelers, W. & Vedder P. (2003). Values in teaching. Teachers and Teaching: Theory and practice, 9, 377-389.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Witt, S. D., & Kimple, K. P. (2008). How does your garden grow? Teaching preschool children about the environment. Early Child Development and Care, 178 (1), 41-48. http://dx.doi.org/10.1080/03004430600601156
  • World Commission on Environment and Development. (1987). Our common future. Oxford: WCED–Oxford University Press.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. YÖK. (2007). Eğitim fakültesi öğretmen yetiştirme lisans programları. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesiogretmen-yetistirme-lisans-programlari.pdf adresinden 10.02.2021 tarihinde erişilmiştir.
  • YÖK. (2018). Okul öncesi öğretmenliği lisans programı. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/YeniOgretmen-Yetistirme-LisansProgramlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf adresinden 10.02.2021 tarihinde erişilmiştir.
  • Yukay Yüksel, M . (2020). Training program for gaining cultural elements with drama and art activities: My culture, my ıdentity . Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi , 52 (52) , 505-528 . DOI: 10.15285/maruaebd.61960
Yıl 2023, Cilt: 7 Sayı: 2, 68 - 94, 24.05.2023

Öz

Kaynakça

  • Aslan, S. (2018). How is multicultural education perceived in elementary schools in Turkey? A case study. European Journal of Educational Research, 8 (1), 233- 247.
  • Basiago, A. D. (1999). Economic, social, and environmental sustainability in development theory and urban planning practice. The Environmentalist, 19 (2), 145– 161.
  • Berkowitz, M. W. & Bier, M. C. (2004). Research-based character education. Amerikan Academy of Political & Social Science, (591), 72 - 85.
  • Bodrova, E., Leong, D., Güler, T., & Haktanır, G. (2010). Zihnin araçları: Erken çocukluk eğitiminde Vygotsky yaklaşımı. Ankara: Anı Yayıncılık.
  • Bowling, A. (2002). Research methods in health: Investigating health and health services. Philadelphia: McGraw-Hill House.
  • Briede, L. & Drelinga, E. (2021). Personal sustainability and sustainable employability: Perspective of vocational education students. Journal of Teacher Education for Sustainability, 22 (2), 40-48. https://doi.org/10.2478/jtes-2020-0015
  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press
  • Bruner, J. S. (1996). The culture of education. London: Harvard University Press. Bubikova-Moan, J., Næss Hjetland, H., & Wollscheid, S. (2019). ECE teachers’ views on play-based learning: A systematic review. European Early Childhood Education Research Journal, 27 (6), 776-800.
  • Burke, E. (2014). Tarih ve toplumsal kuram. (Çev.: Mete Tunçay). İstanbul: Tarih Vakfı Yurt Yayınları.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştırma yöntemleri (11. Baskı). Ankara: Pegem Akademi.
  • Coombs-Richardson, R. & Tolson H. (2005). A comparison of values rankings for selected American and Australian teachers. Journal of Research in International Education, 4, 263-277.
  • Costandius, E. (2010). Using art as a medium to enhance social responsibility and citizenship. Discourse and Communication for Sustainable Education, 2 (1), 74-81. DOI: 10.2478/dose-2013-0016
  • Coşkun Keskin, S., & Daysal-Ersoy, D. (2012). Erken çocukluk döneminde sosyokültürel eğitime dair örnek bir çalışma: Mimar Sinan. International Online Journal of Educational Sciences. 4, 117 – 130. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approach. California: Sage Publications.
  • Çağlayan, A. (2005). Ahlak pusulası ahlak ve değerler eğitimi. İstanbul: Değerler Eğitimi Merkezi Yayınları.
  • Darling-Hammond, L., & Youngs. P. (2002). “Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us?” Educational Researcher 31: 13–25.
  • Demir, R. (2019). Türkiye’de çocuk kanallarında yayınlanan çizgi filmlerde dini ve kültürel değerler eğitimi. Doktora Tezi, Sakarya Üniversitesi Sosyal Bilimler Enstitüsü, Sakarya.
  • Dessein J., Soini, K., Fairclough, G. & Horlings, L. (eds) (2015). Culture in, for and as sustainable development. Conclusions from the COST action IS1007 investigating cultural sustainability. Finland: University of Jyvaskyla. http://www.culturalsustainability.eu/conclusions.pdf adresinden 05.02.2020 tarihinde erişilmiştir.
  • Duran, M. (2020). Attitudes of preschool teachers towardsvalues education. International Online Journal of Educational Sciences, 12 (5), 271-286.
  • El Nokali, N., Bachman, H., & Votruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81, 988-1000. Erikson, E. H. (1994). Identity and the life cycle. WW Norton & Company.
  • Erşan, Ş . (2019). Ebeveynlerin okul öncesi eğitim kurumundan ve öğretmenden beklentilerinin incelenmesi. Sinop Üniversitesi Sosyal Bilimler Dergisi, 3 (2), 161-178. DOI:10.30561/sinopusd.613394
  • Fedosejeva, J., Boče, A., Romanova, M., Iliško, D., & Ivanova, O. (2018). Education for Sustainable Development: The choice of pedagogical approaches and methods for the implementation of pedagogical tasks in the anthropocene age. Journal of Teacher Education for Sustainability, 20, (1), 157-179. https://doi.org/10.2478/jtes-2018-0010
  • Franzenburg, G. (2016). Sustainability by education: How Latvian heritage was kept alive in German exile. Discourse and Communication for Sustainable Education, 6 (1), 100-112. DOI: 10.1515/dcse-2016-0007
  • Gorina, M., Ivanova, O., & Kravale-Paulina, M. (2021). Foster parents readiness for the ımplementation of foster family pedagogy. Journal of Teacher Education for Sustainability, 22, (2), 26-39. https://doi.org/10.2478/jtes-2020-0014
  • Gül, G., Mintaş, S. & Engür, D. (2020). Şarkılarla değer eğitiminin okul öncesi çocukların farkındalık düzeyine etkisi. Değerler Eğitimi Dergisi, 18 (39), .9-31. https://doi.org/10.34234/ded.597237
  • Gülden, B. (2019). Türkçe öğretim programmlarının ve Türkçe ders kitaplarının kültür aktarımı bağlamında somut olmayan kültürel miras ögeleri açısından incelenmesi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Irugalbandara, A., & Campbell, M. (2020). A new strategy for Sri Lankan drama education. Research in Drama Education: The Journal of Applied Theatre and Performance, 25 (2), 256-262.
  • Kafol, B. S., Denac, O., & Znidarsic, J. (2015). Opinion of the Slovenian preschool teachers about arts and cultural education in kindergarten. Procedia - Social and Behavioral Sciences, 197, 1317-1325,
  • Karacabey, M. F., Özdere, M. & Bozkuş, K. (2019). The attitudes of teachers towards multicultural education. European Journal of Educational Research, 8 (1), 383- 393.
  • Kasser, T. (2011). Cultural values and the well-being of future generations: A crossnational study. Journal of Cross-Cultural Psychology, 42 (2), 206-215. doi:10.1177/0022022110396865
  • Keys, T. D., Farkas, G., Burchinal, M. R., Duncan, G. J., Vandell, D. L., Li, W., & Howes, C. (2013). Preschool center quality and school readiness: Quality effects andvariation by demographic and child characteristics. Child Development, 84, 1171–1190. http://dx.doi.org/10.1111/cdev.12048Kusmin
  • Kırtel, A. (2012). Erken çocukluk döneminde sosyo-kültürel eğitim: Türk tarihine ait bazı olay ve olgular üzerine bir eylem araştırması. Yüksek Lisans Tezi, Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.
  • Kırtel, A. (2018). 60-72 aylık çocuklara yönelik hazırlanmış sosyo-kültürel etkinliklerin uygulanması. Doktora Tezi, Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.
  • Laine, M. (2016). Culture in sustainability defining cultural sustainability in education. Discourse and Communication for Sustainable Education, 7 (2), 52-67.
  • Lickona, T. (1991). Educating for character: how our schools can teach respect and responsibility. New York: BantamBooks.
  • Logvinova, O. K. (2016). Socio-pedagogical approach to multicultural education at preschool. Procedia - Social and Behavioral Sciences, 233, 206-210, MEB. (1973). Milli eğitim temel kanunu. Ankara. https://www.mevzuat.gov.tr/MevzuatMetin/1.5.1739.pdf adresinden 10.12.2020 tarihinde erişilmiştir.
  • MEB. (2016). Fen ve matematik etkinlikleri. http://www.megep.meb.gov.tr/mte_program_modul/moduller/Fen%20ve%20Ma tematik%20Etkinlikleri.pdf adresinden 10.10.2019 tarihinde erişilmiştir.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage Publications.
  • Montessori, M. (1982). Çocuk eğitimi: Montessori metodu. İstanbul: Sander Yayınları.
  • Morrison, G. S. (2007). Early childhood education today. Ohio: Pearson Merrill Prentice Hall.
  • NAEYC. (2018). NAEYC Program Standarts. https://www.naeyc.org/ourwork/families/10-naeyc-program-standards#9 adresinden 13.02.2021 tarihinde erişilmiştir.
  • Ogbu, J. U. (1982). Cultural discontinuities and schooling. Antropology & Education Quarterly, 13, 290-307.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (M. Bütün ve S. B. Demir, Çev. Ed.). Ankara: Pegem Akademi.
  • Rieckmann, M. (2018). Key themes in education for sustainable development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Issues and trends in Education for Sustainable Development (pp. 61-85). Paris: UNESCO.
  • Sapsağlam, Ö. & Ömeroğlu, E. (2015). Okul öncesi ö ğretmenlerinin eğitim programlarında değerler eğitimine yer verme düzeylerinin belirlenmesi. International Journal of Eurasia Social Sciences, 6 (21), 244-264.
  • Sapsağlam, Ö. (2016). Okul öncesi dönemde karakter ve değerler eğitimi: Teoriden uygulamaya (Edt. Esra ÖMEROĞLU). Ankara: Pegem Akademi Yayınları.
  • Sapsağlam, Ö . (2020). Okul öncesi eğitim programlarının milli kavramlar açısından incelenmesi. Türkiye Eğitim Dergisi, 5 (1), 1-16. Retrieved from https://dergipark.org.tr/en/pub/turkegitimdergisi/issue/54397/680482
  • Schaefer, M. P. (2012). Determining methods for teaching character education in elementary schools. Doctoral Thesis, Northcentral University, Arizona.
  • Schmitt, S. A., Pratt, M. E., Korucu, I., Napoli, A. R., & Schmerold, K. L. (2018). Preschool classroom quality and social-emotional functioning: Findings across geographic regions. Early Childhood Research Quarterly, 43, 11-22.
  • Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental social psychology, 25, 1–65. Academic Press. https://doi.org/10.1016/S0065-2601(08)60281-6
  • Shove, E. (2003). Converging conventions of comfort, cleanliness and convenience. Journal of Consumer Policy, 26 (4), 395-418.
  • Singh, A. (2011). Evaluating the impacts of value education: Some case studies. International Journal of Educational Planning & Administration, 1 (1), 1-8. Tylor, E. B. (1871). Primitive culture. London: John Murray.
  • TDK. (2019). Büyük Türkçe sözlük. http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS. 5d8d0ecd3e9620.25268271 adresinden 26.09.2019 tarihinde erişilmiştir.
  • Tural, S. (1988). Kültürel kimlik üzerine düşünceler. Ankara: Kültür ve Turizm Bakanlığı.
  • Ukpokodu, O. (2011) Developing teachers' cultural competence: One teacher educator's practice of unpacking student culturelessness. Action in
  • UNESCO. (2008). The Gothenburg recommendations on education for sustainable development. Retrieved from https://www.chalmers.se/sv/om-chalmers/miljo-ochhallbar-utveckling/tidig-satsning-pa-miljo-och-hallbarhet/Documents/Goteborgs rekommendationerna.pdf adresinden 02.02.2020 tarihinde erişilmiştir.
  • UNESCO. (2009). Bonn declaration. UNESCO world conference on education for sustainable development. Bonn, Germany. Retrieved from: http://www.esdworldconference 2009.org/fileadmin/download/ESD2009_Bonn Declaration080409.pdf adresinden 10.02.2020 tarihinde erişilmiştir.
  • Ülavare, P. & Veisson, M. (2015). Values and values education in estonian preschool child care ınstitutions. Journal of Teacher Education for Sustainability, 17 (2), 108-124.
  • Veisson, M., & Kabadayi, A. (2018). Exploring the preschool teachers’ views on professionalism, quality of education and sustainability: International Study in Estonia and Turkey. Journal of Teacher Education for Sustainability, 20 (2), 5–18.
  • Veugelers, W. & Vedder P. (2003). Values in teaching. Teachers and Teaching: Theory and practice, 9, 377-389.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Witt, S. D., & Kimple, K. P. (2008). How does your garden grow? Teaching preschool children about the environment. Early Child Development and Care, 178 (1), 41-48. http://dx.doi.org/10.1080/03004430600601156
  • World Commission on Environment and Development. (1987). Our common future. Oxford: WCED–Oxford University Press.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. YÖK. (2007). Eğitim fakültesi öğretmen yetiştirme lisans programları. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesiogretmen-yetistirme-lisans-programlari.pdf adresinden 10.02.2021 tarihinde erişilmiştir.
  • YÖK. (2018). Okul öncesi öğretmenliği lisans programı. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/YeniOgretmen-Yetistirme-LisansProgramlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf adresinden 10.02.2021 tarihinde erişilmiştir.
  • Yukay Yüksel, M . (2020). Training program for gaining cultural elements with drama and art activities: My culture, my ıdentity . Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi , 52 (52) , 505-528 . DOI: 10.15285/maruaebd.61960
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Özkan Sapsağlam Bu kişi benim

Abdülkadir Kabadayı Bu kişi benim

Yayımlanma Tarihi 24 Mayıs 2023
Gönderilme Tarihi 27 Haziran 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 2

Kaynak Göster

APA Sapsağlam, Ö., & Kabadayı, A. (2023). CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS. International Journal of Quality in Education, 7(2), 68-94.
AMA Sapsağlam Ö, Kabadayı A. CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS. IJQE. Mayıs 2023;7(2):68-94.
Chicago Sapsağlam, Özkan, ve Abdülkadir Kabadayı. “CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS”. International Journal of Quality in Education 7, sy. 2 (Mayıs 2023): 68-94.
EndNote Sapsağlam Ö, Kabadayı A (01 Mayıs 2023) CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS. International Journal of Quality in Education 7 2 68–94.
IEEE Ö. Sapsağlam ve A. Kabadayı, “CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS”, IJQE, c. 7, sy. 2, ss. 68–94, 2023.
ISNAD Sapsağlam, Özkan - Kabadayı, Abdülkadir. “CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS”. International Journal of Quality in Education 7/2 (Mayıs 2023), 68-94.
JAMA Sapsağlam Ö, Kabadayı A. CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS. IJQE. 2023;7:68–94.
MLA Sapsağlam, Özkan ve Abdülkadir Kabadayı. “CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS”. International Journal of Quality in Education, c. 7, sy. 2, 2023, ss. 68-94.
Vancouver Sapsağlam Ö, Kabadayı A. CREATING SUSTAINABLE SOCIETY BY CULTURAL CODE TRANSFER IN PRESCHOOL INSTITUTIONS. IJQE. 2023;7(2):68-94.