Türkiye Yüzyılı Maarif Modeli'nde Okul Öncesi Eğitimde Finansal Farkındalık Becerilerinin Kazandırılmasına Yönelik Paydaş Görüşlerinin İncelemesi: Nitel Bir Araştırma

Öz

Bu çalışma, erken çocukluk döneminde çocuklara Türkiye Yüzyılı Maarif Modeli’nde yer alan finansal becerilerin kazandırılmasında belirleyici faktörleri incelemeyi amaçlamaktadır. Çalışmada keşifsel (exploratory) durum çalışması deseni kullanılmıştır. Çalışma okul öncesi eğitim alanında 6 lisans öğrencisi, 2 öğretmen, 2 müdür ve 5 akademisyen olmak üzere 15 katılımcı ile yüz yüze görüşmeler yapılarak gerçekleştirilmiştir. İçerik analizlerine göre hazır oluş becerileri, öğrenme-öğretme stratejileri, finansal okuryazarlık kazanımları ve gelişimsel uygunluk kaygısı olmak üzere dört temaya ulaşılmıştır. Bulgular, Türkiye Yüzyılı Maarif Modeli çerçevesinde erken çocukluk döneminde finansal becerilerin kazandırılmasının önemli bir unsur olduğu göstermiştir. Bu sürecin çocukların gelişim düzeylerine uygun olarak yapılandırılması, bireysel farklılıkların gözetilmesi ve finansal becerilerin gerçek yaşam deneyimleri temelinde, tüm toplumsal paydaşların katılımını sağlayan bütüncül bir yaklaşımla ele alınması gerektiği sonucuna ulaşılmıştır. Bulgular, ilgili literatür çerçevesinde tartışılmış ve elde edilen sonuçlara dayalı olarak paydaşlara öneriler sunulmuştur.

Anahtar Kelimeler

• Türkiye Yüzyılı Maarif Modeli
• erken çocukluk eğitimi
• sosyal alan
• finansal farkındalık
• nitel analiz

Etik Beyan

Etik kurul izin bilgileri Etik değerlendirmeyi yapan kurul adı: Pamukkale Üniversitesi Bilimsel Araştırma ve Yayın Etik Kurulu Etik değerlendirme kararının tarihi: 16/12/2024 Etik değerlendirme belgesi sayı numarası: E-93803232-622.02-627260

Stakeholder Perspectives on Developing Financial Awareness Skills in Early Childhood Education under the Türkiye Century Education Model: A Qualitative Study

Öz

This study seeks to explore the key determinants influencing the acquisition of financial competencies prescribed by the Türkiye Century Education Model during early childhood. An exploratory case study methodology was adopted, involving in-depth, face-to-face interviews with fifteen stakeholders in the preschool education sector—six undergraduate students, two teachers, two school principals, and five academics. Thematic content analysis identified four overarching domains: readiness competencies, pedagogical strategies, financial literacy outcomes, and concerns regarding developmental appropriateness. The findings underscore the central importance of fostering financial competencies in early childhood within the framework of the Türkiye Century Education Model. The findings indicate that this process should be structured in accordance with children’s developmental levels, account for individual differences, and be addressed through a holistic, real-life experience–based approach that engages all societal stakeholders. The findings were discussed in the light of the relevant literature, and recommendations for stakeholders were developed based on the results.

Anahtar Kelimeler

• Türkiye Century Education Model
• early childhood education
• social domain
• financial awareness
• qualitative analysis

Etik Beyan

Ethics Committee Approval Information Name of the committee that conducted the ethics evaluation: Pamukkale University Scientific Research and Publication Ethics Committee Date of the ethics evaluation decision: 16/12/2024 Ethics evaluation document number: E-93803232-622.02-627260

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