Using Inclusive Picture Books in Early Childhood Settings

Yıl 2022, Cilt: 2 Sayı: 1, 60 - 73, 31.05.2022

Esma Eroğlu

https://doi.org/10.55008/te-ad.1086885

Öz

The term inclusive in education means to include all children who may be excluded from participating and learning in the classroom for any reasons such as, their special needs, gender, language, religion, race, socio-economic level or illness. Inclusive early childhood education programs, educational environments and the educators’ understanding of children’s cultural, linguistic or individual experiences make a difference in all children’s development. For this reason, how to enrich educational environments with an inclusive perspective has been an important research topic in recent years. Children’s picture books, which enable children to better understand themselves and others by examining the lives and experiences of other people, are one of the most important factors in the formation of their first perceptions about individual differences. Therefore, in this review, while we examine the features of inclusive children’s picture books and how to use them in educational environments; inclusion is discussed in the context of children with special needs, children from different cultures and gender equality.

Anahtar Kelimeler

Inculisive children literature , inculisive education , gender equality , cultural diversity

Kapsayıcı Resimli Çocuk Kitaplarının Okul Öncesi Eğitimde Kullanılması

Öz

Eğitimde kapsayıcı terimi özel gereksinim, cinsiyet, dil, din, etnik köken, sosyo-ekonomik düzey, hastalık gibi herhangi bir nedenden dolayı eğitime dahil olamayan veya dahil olduğu halde sınıftaki öğrenme süreçlerine katılmayan tüm çocukları eğitim ve öğrenme süreçlerine dahil etmek anlamında kullanılmaktadır. Erken çocukluk eğitimi programlarının ve eğitim ortamlarının kapsayıcı olması ve eğitimcilerin çocukların kültürel, dilsel ya da bireysel deneyimlerini anlaması tüm çocukların gelişiminde fark yaratmaktadır. Bu nedenle son yıllarda kapsayıcı bir bakış açısıyla eğitim ortamlarının nasıl zenginleştirileceği önemli bir araştırma konusu olmuştur. Çocukların başka insanların yaşamlarını ve deneyimlerini inceleyerek kendilerini ve başkalarını daha iyi anlamalarını sağlayan resimli çocuk kitapları ise bireysel farklılıklara ilişkin ilk algılarının oluşmasında eğitim ortamlarındaki en önemli faktörlerden biri görülmektedir. Bu nedenle bu derlemede, erken çocukluk döneminde kullanılan kapsayıcı resimli çocuk kitaplarının özellikleri ve eğitim ortamlarında nasıl kullanılacağı incelenirken; kapsayıcılık özel gereksinimli çocuklar, farklı kültürlerden gelen çocuklar ve toplumsal cinsiyet eşitliği bağlamında ele alınmıştır.

Anahtar Kelimeler

Kültürel çeşitlilik , Kapsayıcı çocuk edebiyatı , Kapsayıcı eğitim , Toplumsal cinsiyet eşitliliği

Kaynakça

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