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Bu araştırmada Türk çocuk edebiyatında işlenen temaların tespit edilmesi amaçlanmıştır. Bu doğrultuda Türk çocuk edebiyatı, çocuk gelişimi ve çocuk eğitimi açısından incelenmiştir. Durum çalışması şeklinde tasarlanan bu araştırmada, ölçüt örneklem doğrultusunda dört yayınevinden altı yüz altmış beş Türk çocuk kitabı seçilmiştir. İnceleme, yayınevlerine ait kitap katalogları üzerinden yapılmıştır. Seçilen çocuk kitapları Türkçe dersi öğretim programındaki temalara göre nitel ve nicel içerik analizine tabi tutulmuştur. Bu doğrultuda çocuk kitaplarında on altı tema tespit edilmiştir. Çocuk kitaplarında genel temalar (erdemler, birey ve toplum vb.) daha çok, özel temalar (bilim ve teknoloji, sanat vb.) daha az işlenmektedir. Temalar çocuk gelişimi, çocuk eğitimi ve çeşitlik açısından değerlendirildiğinde bazı olumlu ve olumsuz sonuçlara ulaşılmaktadır. Çocuk kitaplarındaki bazı temalar, çocuk gelişimine katkı sağlayacak nitelikte değildir. Diğer temaların ise sosyal, zihinsel, duygusal, ahlaki gelişimi destekleme potansiyeli bulunmaktadır. Ancak gelişim alanları kapsamlı ve detaylı bir şekilde işlenmemiştir. Çocuk kitapları, öğretim açısından bazı sözel ders ve sözel yetkinlikler için uygun içeriğe sahiptir. Aynı durum diğer ders ve yetkinlikler için geçerli değildir. Ayrıca çocuk kitapları, informel açıdan çocuk eğitimini destekleyecek potansiyele sahiptir. Son olarak çocuk kitaplarında tematik açıdan pozitif ve kısmen sınırlı bir dünya sunulmuştur. Ancak sunulan bu tematik dünyanın çocukların ilgisini çekebileceği söylenebilir.
This study is aimed at identifying the topics dealt with in Turkish children's literature. In this direction, Turkish children's literature has been studied in terms of child development and child education. In this study, designed in the form of a case study, six hundred and sixty-five Turkish children’s books were selected from four publishers according to the standard sample. The review was carried out through the book catalogs of its publishers. Selected children's books are subject to quality and quantitative content analysis according to the topics in the Turkish lesson curriculum. There are six children’s books that are listed. General topics in children’s books (persons, individuals and society, etc.) More, special topics (science and technology, art, etc.) It is less processed. When themes are evaluated in terms of child development, child education and diversity, some positive and negative results are achieved. Some themes in children's books are not qualified to contribute to the development of the child. Other topics have the potential to support social, mental, emotional, and moral development. But the fields of development have not been processed in a comprehensive and detailed manner. Children's books have appropriate content for some verbal lessons and verbal skills from the point of view of teaching. The same situation does not apply to other courses and qualifications. Also, children's books have the potential to support child education in an informal way. Finally, children's books present a thematic positive and partially limited world. But it can be said that this topics presented could attract the interest of the world of children.
This study sets out to identify themes in Turkish children’s literature. Accordingly, Turkish children's literature was examined in terms of child development and education. This study was designed as a case study. Six hundred and sixty-five Turkish children's books were selected from four publishing houses using criterion sampling, and book catalogs were reviewed. Qualitative and quantitative content analysis was administered on the selected children's books according to the Turkish course curriculum themes. Sixteen themes were identified in the children's books. General themes (individual and society, virtues, etc.) were covered in children's books more, while special themes (science and technology, art, etc.) were covered less. When the themes were evaluated in terms of child development, child education, and diversity, some positive and negative results were obtained. Some themes in children's books were not qualified to contribute to child development. Other themes had the potential to support social, mental, emotional, and moral development. However, development areas were not covered in a comprehensive and detailed manner. Children's books had contents suitable for some verbal lessons and verbal competencies in terms of teaching. The same was not true for other courses and competencies. Additionally, children's books had the potential to support children's education on extra-curricular grounds. Finally, a thematically positive and partly limited world was presented in children's books. However, this thematic world displayed may attract the attention of children.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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