Comparison of Pre-School Education Curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India

Year 2021, Volume: 8 Issue: 3, 385 - 401, 01.08.2021

Filiz Erbay , Derviş Amca Toklu Şermin Kuset Hulin Sıddık

https://doi.org/10.17275/per.21.72.8.3

Abstract

In this research, it is aimed to compare the preschool education curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India. In this study, pre-school education curricula in TRNC, England, Finland, Southern Cyprus and India were examined and the age groups covered by the curricula, their general objectives, areas of achievements, content and evaluation sections were compared. In the selection of the curricula of the countries included in the study, easily accessible and convenient sampling was used and the curricula of the countries whose full texts can be accessed on the internet were included. The data were collected using the document analysis method and the scanning model was used to determine the existing situation. The data in the study were obtained by using descriptive analysis and content analysis methods. When the findings of the research are examined, it is stated that the TRNC preschool education program has limited the age range, has aims and achievements to support all developmental areas, deals with early literacy, mathematics and environmental awareness in detail, is quite comprehensive in terms of content, it is also included in the evaluation of the teacher. All these points are considered as strengths of the TRNC preschool education program. It has also been observed that there are features that need to be improved. The TRNC program does not include self-evaluation of the child, does not emphasize the communication and interaction of society-school-programme-child. Suggestions are provided at the end of the study in accordance with the research findings.

Keywords

Comparative education, pre-school curricula, early childhood period

References

• Aktan, O., & Akkutay, Ü. (2014). Pre-school education in the OECD countries and Turkey. Asian Journal of Instruction, 2 (1), 64-79.
• Akyol, H., Tantekin Erden, F., & Altun, D. (2014). Comparative examination of pre-school education practices and transition to primary school in Shanghai, Korea and Finland. In International Congress of Transition Between Levels and New Models in Education since the Foundation of the Republic to Today Proceedings Book (2014 January), 105-143. Antalya: Atatürk Research Center.
• Αναλυηικο Προγραμμα Προζχολικηζ Εκπαιδευζηζ (Curriculum of Preschool Education) (2020). 3 Χρονων –Προδημοηικη, Retrieved from http://prod.schools.ac.cy/index.php/el/prodimotiki-ekpaidefsi/analytiko- curriculumma
• Baltacı, A. (2018). A conceptual review on sampling methods and sample size problem in qualitative research. Bitlis Eren University Journal of Social Sciences Institute, 7(1), 231-274.
• Başaran, S., & Ulubey, Ö. (2018). Evaluation of 2013 Preschool Education Curriculum. Ankara University Faculty of Educational Sciences Journal, 51 (2), 1-38.
• Bray, M., Adamson, B., & Mason, M. (Eds.) (2014). Comparative education research: Approaches and methods (Vol. 19). Springer.
• Burce, R. S. (2013). Bodies in context: a comparative study of early childhood education in New Zealand and Japan. (Unpublished Master Thesis). Massey University, Albany, New Zealand.
• Choi, J. (2013). Examination of preschool education in Turkey and South Korea. (Unpublished Doctoral Thesis) Marmara University, Institute of Educational Sciences, Istanbul.
• Culkin, M. L. (2000). Managing quality in young children's curricula: the leader's role. New York: Teachers College Press.
• Çubukçu, Z., Yılmaz, B. Y., & İnci, T. (2016). Karşılaştırmalı Eğitim Programları Araştırma Eğilimlerinin Belirlenmesi – Bir İçerik Analizi. (Identifying research trends in comparative education curricula - a content analysis). Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi (International Journal of Turkish Literature Culture Education), 5 (1), 446-468.
• Durmuşçelebi, M., & Bilgili, A. (2014). The new (12-year) education system, the problems encountered and some of the applications in the world. Electronic Turkish Studies, 9 (2), 603-621.
• ECCE, (2005). National Early Childhood Care and Education Curriculum Framework. Retrieved from https://wcd.nic.in/sites/default/files/national_ecce_curr_framework_final_03022014% 20%28 2%29.pdf
• EFYS, (2020). Early Years Foundation Stage. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ file/896810/EYFS_Early_Adopter_Framework.pdf
• Erbay, F., & Durmuşoğlu Saltalı, N. (2020). Social independence as a predictor of preschool children's school readiness. OPUS – International Journal of Society Research, 16 (31), 4138- 4155. DOI: 10.26466 / opus.681864.
• Ersan, F. (2018). Comparative study of pre-school education systems in Finland, Japan, Turkey and the Turkish Republic of Northern Cyprus. (Unpublished master's thesis). Near East University, Institute of Educational Sciences, Nicosia.
• Ertuğrul, Ş. (2019). Comparison of pre-school education curricula: Turkey, Russia and Finland. (Unpublished master's thesis). Zonguldak Bülent Ecevit University, Zonguldak.
• Esıopetuksen Opetussuunnıtelman Perusteet. (Basics of the Preschool Curriculum). (2014). Retrieved from https://www.oph.fi/sites/default/files/documents/esiopetuksen_opetussuunnitelman_perusteet_2014.pdf
• Gülsoy Kerimoğlu, P. N. (2019). Comparative study of Turkish and South Korean education systems. (Unpublished master's thesis). Hacettepe University, Institute of Educational Sciences, Ankara.
• Gürlen, E., Boztunç-Öztürk, N., & Eminoğlu, E. (2019). An Investigation of Reliability Regarding Teacher, Self and Peer Evaluations at Primary School Level with Generalizability Theory. Journal of Measurement and Evaluation in Education and Psychology, 10 (4), 406-421.
• Ilgar, R., & İncedere, L. (2016). Comparative analysis of Turkish and Bulgarian education systems in terms of schooling. Journal of Black Sea Studies, 51, 51-74.
• İncikabı, L., & Tuna, A. (2012). Comparison of Turkish and American education systems in terms of preschool mathematics education curriculum developed for 60-72 months old. Mersin University Journal of Education Faculty, 8 (3), 94-101.
• İş, E. (2017). Comparison of Turkish education system and Finnish education system pre-school education and teacher training and appointment policies. Artuklu Human and Social Science Journal, 2 (1), 60-70.
• Karabulut, R., & Temel, F. Z. (2018). Comparison of Turkish and Japanese pre-school education systems. INES. Retrieved from https://www.academia.edu/38209994.
• Karasar, N. (2016). Bilimsel Araştırma Yöntemi: Kavramlar, İlkeler ve Teknikler (Scientific Research Method: Concepts, Principles and Techniques) (Second Edition). Nobel Publishing, Ankara.
• Kaymak Eren, S., Çakmak Teloğlu, Ş. K., & İlhan, T. (2017). An international look at early childhood education in Turkey: the OECD report card. Uşak University, Journal of Social Sciences / UUSBD, 10 (2), 125-149.
• Kazu, İ. Y., & Yılmaz, M. (2018). Comparison of pre-school education in our country with OECD and EU member countries in terms of some data. Turkish Journal of Educational Studies, 5 (2), 64-75. DOI: 10.33907 / turkjes.404695.
• Kim, S. (2016). A comparative study of early childhood curriculum documents focused on education for sustainability in South Korea and Australia. (Unpublished Master Thesis). Queensland University, Australia.
• Koech, P.K. (2003). A comparative analysis of early childhood education in Kenya and the United States of America: Kenya's social and economic constraints. (Unpublished Master Thesis). University of Northern Iowa, USA.
• Köksal, O., Balaban Dağal, A., & Duman, A. (2016). Determination of pre-school teachers' views on pre-school education curriculum. The Journal of Academic Social Science Studies, 46, 379-394.
• Kuru Çetin, S., Korkmaz, S. P., & Öner, N. S. (2017). Examining the studies conducted in the field of comparative education in 15 years in terms of different variables. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 8 (2), 28-40.
• Lähde, R. (2018). Esiopetuksen laadunarviointi lapsen ja vanhemman osallisuuden näkökulmasta. (Unpublished Master Thesis). University of Applied Sciences, Finland.
• Manolova Yalçın, O., & Ayan, M. (2020). Comparison of education and educational supervision systems of the Turkish Republic of Northern Cyprus (TRNC), Turkey and Sweden. Journal of Education and Instructional Research, 9 (1), 12-26.
• Ministry of National Education. (MEB) (2013). T.C. Ministry of National Education, preschool education curriculum. Retrieved from http://www.meb.gov.tr/
• Ministry of National Education. (MEB) (2016). T.C. Ministry of National Education, preschool education curriculum. Retrieved from http://talimterbiye.mebnet.net/Ogretim%20Curriculumlari/2018- 2019/okuloncesi2018.pdf address.
• Özdemir, M. (2019). Investigation of the Relationship between Development Levels of 0-6 Years Old Children and Their Mothers' Traumatic Experiences and Family Life Quality. (Unpublished Master's Thesis). Hacettepe University, Ankara.
• Özkan, U. B. (2019). Eğitim bilimleri araştırmaları için doküman inceleme yöntemi (Document review method for educational science research) (1st Edition). Ankara: Pegem Academy.
• Ruhm, C. J., & Waldfogel, J. (2011). Long-Term Effects of Early Childhood Care and Education (Institute for the Study of Labor (IZA): DP No. 6149). Bonn: IZA. Retrieved from http://ftp.iza.org/dp6149.pdf
• Saygın, Y. (2019). Gelişim (Development). H. G. Ogelman (Ed.) Erken Çocukluk Döneminde Gelişim (Development in Early Childhood Period) (p.33-56) Ankara: Eğiten Book.
• Simsar, A., & Kadim, M. (2017). Preschool teachers' use of information technologies and its effect on teaching. Journal of Social Sciences, 7 (14), 127-146.
• Slicker, G., & Hustedt, J. T. (2019). Children’s school readiness in socioeconomically diverse pre-K classrooms. Early Child Development and Care, 190 (15) 2366- 2379.
• Soydan, S. (2015). Examining the opinions of teachers working in Turkey, America and Austria on pre-school geography education. Dumlupınar University Journal of Social Sciences, 40.
• Şimşek, İ. (2015). Practices for pre-school education in terms of social policy: UK, Finland and Turkey examples. (Unpublished Master's thesis). Yalova University, Institute of Educational Sciences, Yalova.
• Tanrısevdi, F., & Kıral, B. (2018). Comparison of Chinese and Turkish education systems. Journal of Contemporary Management Sciences, 5 (3), 223-240.
• Tekgöz, M. (2017). Comparative educational analysis of the German state of Baden-Wüttemberg primary school curriculum and the Turkish primary school curriculum. (Unpublished master's thesis). Çukurova University Institute of Social Sciences, Adana.
• Tuncer, B. (2015b). Examination of pre-school education curricula and comparison with the curriculum implemented in Turkey. International Journal of Field Education, 1 (2), 39-58.
• Tuncer, B. (2015a). Examination of contemporary approaches in preschool education and comparison with MEB preschool curriculum. International Journal of Field Education, -IJOFE, 1 (2), 39-58.
• Ültanır, G. (2000). Karşılaştırmalı eğitim bilimi kuram ve teknikler (Comparative educational science theories and techniques). Ankara: Eylül Publishing.
• Vallberg Roth, A. C. (2014). Nordic comparative analysis of guide lines for quality and content in early childhood education. Tidsskrift for Nordisk Barnehage for skning, 8. (1), 1- 35.
• Wesley, P. W., & Buysse, V. (2010). The quest for quality: Promising innovations for early childhood curricula. Baltimore: Paul H. Brookes Pub. Co. What is a family child care home? (March 2005). Retrieved from http://ncchildcare.nc.gov/PDF_forms/basic_info_FCCC_providers.pdf
• Wilson, D. N. (2003). The future of comparative and international education in a globalised world. in comparative education (pp. 15-33). Dordrecht: Springer.
• Yaya, D. (2016). Quality practices in early childhood education: a comparison between systems. (Unpublished doctoral dissertation). Hacettepe University, Institute of Educational Sciences, Ankara.
• Yıldırım, M. (2008). Preschool education in European Union countries & Turkey. Electronic Journal of Social Sciences, 7 (25), 91-110.
• Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative research methods in social sciences) (10th edition). Ankara: Seçkin Publishing.
• Yılmaz Bodur, Z. (2019). A comparative analysis of gifted education in Turkey and Singapore. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 13 (2), 1166-1185. Doi: 10.17522/Balikesirnef.633470.
• Zembat, R., Tunçeli, H. İ., & Akşin-Yavuz, E. (2019). Erken Çocuklukta Eğitim Programları ve Uygulamalar (Early Childhood Education Curricula & Applications). Ankara: Memories Publishing,
• Zeng, B. (2016). Study on the model of preschool education in Finland, Asian Social Science, 12(1)0, 163-166.