Çocuk Anlatıları Aracılığıyla Mirası Keşfetmek

Abstract

Bu çalışma, ortaokul öğrencilerinin tarih açısından zengin bir kentsel ortamda kültürel mirası nasıl algıladıklarını ve onunla nasıl etkileşime girdiklerini incelemektedir. Karma yöntem yaklaşımını benimseyen araştırma, çocukların miras alanlarıyla olan bilişsel, duygusal ve mekânsal etkileşimlerini araştırmak amacıyla anket verilerini çizim, fotoğrafçılık ve sınıf içi grup etkinlikleri gibi katılımcı yöntemlerle birleştirmektedir. Bulgular, öğrencilerin kültürel mirasla güçlü sembolik ve duygusal bağlar kurduğunu ortaya koymaktadır; bu bağlar büyük ölçüde okul temelli öğrenme, aile öyküleri ve kolektif hafıza tarafından şekillenmektedir. Ancak, miras ortamlarındaki yetersiz erişilebilirlik, yetersiz yeşil alanlar ve çocuk dostu tasarım öğelerinin eksikliğinden kaynaklanan doğrudan fiziksel etkileşim fırsatlarının sınırlı olması nedeniyle, bu bağlar genellikle soyut kalmaktadır. Nicel sonuçlar, tarihi alanlara karşı genel olarak olumlu tutumları göstermektedir; cinsiyet veya yaşa dayalı istatistiksel olarak anlamlı bir fark bulunmazken, babanın eğitim düzeyi ile ilgili olarak anlamlı bir ilişki gözlemlenmiştir. Bu durum, aile bağlamının çocukların kültürel farkındalığını ve mekânsal algılarını şekillendirmede rol oynayabileceğini düşündürmektedir. Genel olarak, çalışma, çocukların miras algılarının yalnızca resmi anlatılar yoluyla değil, günlük mekânsal deneyimler ve katılımcı etkileşim yoluyla da oluştuğunu göstermektedir. Bulgular, çocuk merkezli tasarım, deneyimsel öğrenme ve katılımcı uygulamaların entegre edilmesinin önemini vurgulamaktadır.

Keywords

• Cultural heritage
• child-friendly cities
• heritage perception
• spatial perception
• urban environment

Exploring Heritage via Child Narratives

Abstract

This study examines how middle school students perceive and engage with cultural heritage in a historically rich urban environment. Adopting a mixed-method approach, the research combines questionnaire data with participatory methods, including drawing, photography, and in-class group activities, to explore children’s cognitive, emotional, and spatial interactions with heritage sites. The findings reveal that students develop strong symbolic and emotional connections to cultural heritage, largely shaped by school-based learning, family narratives, and collective memory. However, these connections often remain abstract due to limited opportunities for direct physical engagement, resulting from inadequate accessibility, insufficient green spaces, and a lack of child-friendly design elements in heritage environments. Quantitative results indicate generally positive attitudes toward historical sites, with no statistically significant differences based on gender or age, while a significant association was observed with respect to father’s educational level. This suggests that family context may play a role in shaping children’s cultural awareness and spatial perceptions. Overall, the study demonstrates that children’s heritage perceptions are formed through everyday spatial experiences and participatory engagement, rather than through formal narratives alone. The findings highlight the importance of integrating child-centered design, experiential learning, and participatory practices into heritage planning and management. The study contributes to heritage research by positioning children as active participants in the social construction of heritage meanings.

Keywords

• Cultural heritage
• child-friendly cities
• heritage perception
• spatial perception
• urban environment

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