THE WHARİKİ PROGRAMININ 21. YÜZYIL BECERİLERİ İLE İLİŞKİSİNİN İNCELENMESİ

Yıl 2026, Cilt: 9 Sayı: 2, 18 - 31, 05.01.2026

Beyza Yıldırım , Zeynep Gulgec , Tunahan Karaarslan

Öz

Bu çalışma, Yeni Zelanda Te Whāriki Erken Çocukluk Müfredatının temel ilkeleri ve öğrenme alanlarının, erken çocukluk için 21. Yüzyıl Öğrenme Çerçevesi ve 21. Yüzyıl Öğrenme Tanımları çerçevesindeki beceri kategorileri açısından incelemeyi amaçlamaktadır. Araştırma, nitel araştırma desenleri içerisinde yer alan doküman analizi yöntemi temelinde yürütülmüştür. Çalışmada Te Whāriki müfredat dokümanları ile erken çocukluk için 21. Yüzyıl Öğrenme Çerçevesi ve 21. Yüzyıl Öğrenme Tanımları çerçevesinin dokümanları karşılaştırmalı, tematik ve içerik odaklı olarak analiz edilmiştir. Araştırma bulguları, Te Whāriki’nin güçlendirme, bütüncül gelişim, aile ve toplum ile ilişkiler ilkelerinin, eleştirel düşünme, problem çözme, yaratıcılık, iş birliği ve sosyal/kültürel beceriler ile 21. yüzyıl becerileriyle doğrudan örtüştüğünü göstermektedir. Benzer şekilde, öğrenme alanları olan iyi oluş, aidiyet, katılım, iletişim ve keşif de çocukların öz yönelim, sağlık okuryazarlığı, sosyal-duygusal gelişim ve yaratıcılık becerilerini destekleyen bir yapı sunmaktadır. Bununla birlikte, programın teknoloji okuryazarlığı ve dijital beceriler konusunda sınırlı kaldığı tespit edilmiştir. Sonuç olarak Te Whāriki müfredatı, çocukların bireysel öğrenme süreçlerini destekleyen, sosyal ve kültürel bağlamı gözeten ve 21. yüzyıl becerileri ile uyumlu bir yapıya sahiptir. Bu çalışma kapsamında, programın dijital içerik ve araçlarının kullanımı ve dijital becerilerin güçlendirilmesi yönünde öneriler geliştirilmiştir.

Anahtar Kelimeler

Te Whāriki erken çocukluk müfredatı 21. yüzyıl becerileri , okul öncesi eğitim , doküman analizi , müfredat değerlendirmesi.

Etik Beyan

Bu çalışmada herhangi bir canlı, insan katılımcı veya deneysel uygulama ile doğrudan çalışılmamıştır. Dolayısıyla etik kurul izni gerektirmemektedir.

THE EXAMINATION OF THE RELATIONSHIP BETWEEN THE TE WHĀRIKI PROGRAM AND 21ST-CENTURY SKILLS

Öz

This study examines how the core principles and learning areas of New Zealand's early childhood education program Te Whāriki align with the skill categories outlined in 21st-century Learning for Early Childhood Framework and P21 Framework Definitions. The research was conducted using a document analysis method, a qualitative approach that allows for a systematic and content-focused examination of written materials, enabling a comprehensive evaluation of program contents, conceptual structures, objectives, and learning outcomes. In this study, the Te Whāriki curriculum documents were analyzed comparatively, thematically, and content-wise alongside the 21st Century Early Learning Skills Framework and P21 Framework Definitions documents. Research findings show that the principles of Te Whāriki—empowerment, holistic development, and relationships with family and community—directly align with critical thinking, problem-solving, creativity, collaboration, social/cultural skills, and 21st-century competencies.Similarly, the learning areas of well-being, belonging, participation, communication, and exploration support children’s self-direction, health literacy, socio-emotional development, and creativity. However, the program was found to be limited in terms of technology literacy and digital skills. Overall, the Te Whāriki curriculum provides a framework that supports children’s individual learning processes, considers social and cultural contexts, and aligns with 21st-century skills. Within the scope of this study, recommendations were developed for the use of the program's digital content and tools and for strengthening digital skills.

Anahtar Kelimeler

Te Whāriki , 21st-century skills , preschool education , document analysis , curriculum evaluation.

Etik Beyan

No live subjects, human participants, or experimental procedures were involved in this study. Therefore, ethical committee approval was not required.

Kaynakça

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