Abstract:

The aim of this study is to determine pre-school teachers’ opinions concerning children's rights and children participation rights. The study, with data being gathered via mixed method, was conducted with 103 pre-school teachers working in Van province. In this study, “Early Childhood Teachers’ Children Participation Rights Belief Scale" and “semi-structured interview form” were used for data collection. The data were analyzed with descriptive statistics and descriptive analysis. As a result of this study, it was determined that teachers support children's rights of expressing their views at very high level, while they support children’s rights of participation in decision-making processes that affect them at moderate level. In the interviews with teachers, it was concluded that majority of teachers emphasize the rights to live, development, protection and participation rights when they refer to children's rights.  With regard to children's participation rights, it was concluded that teachers mainly emphasized students' rights to freely express their views and participate in decision-making processes related to them. It was concluded that teachers' activities in pre-school period concerning children's rights and their participation rights are in accordance with the nature of the child's learning process. It was determined that the most important problem that teachers face while teaching children their rights and ensuring their participation rights is because of the traditional attitude of families. In addition, it was concluded that teachers face problems because of children's cognitive/developmental characteristics, having difficulty in expressing themselves or being shy. Seminars, conferences, trainings, etc. for raising awareness of families and teachers on children's rights and children participation rights may be proposed.

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