Abstract:

Early childhood is a period in which critical developments are completed for children. During this period, the child develops in the areas of physical, cognitive, lingual, social-emotional and self-care skills. In this period, as the child interacts with the social environment, he encounters the social reflection of the concept of value. Value appears as a concept that is imposed on people. Respect, love, helpfulness, sharing are just a few of these values. The child comes into contact with and adopts these values in society, starting with his family, which is his first social environment. In the early childhood period, preschool education environments offer a rich stimulating environment to the child. Values are added to the education program as "values education" in pre-school education environments and are processed in a blended manner within the program. However, values education is handled from different perspectives not only in preschool education program but also in alternative education approaches. These alternative education approaches can be listed as Montessori, Reggio Emilia, Waldorf education approaches, Open Education, Bank Street (Developmental Interaction), Child to Child, Head Start, High Scope and Project approaches. This research aims to provide information on values education practices in alternative education approaches in the literature.

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