Abstract:

The aim of this study is to evaluate the role of traditional children’s games in the value education from the point of view of class teachers. The work group is 30 class teachers working in the Gaziantep province center. The study has been used with the status study model from the quality research methods. The data is collected in a semi-configured interview form. The data obtained in the study was analyzed by content analysis. The research finds that teachers see traditional children’s games as important in the field of education of values. Teachers express that teachers consider traditional children’s games important in the field of education for reasons such as the transfer of culture to future generations, the learning of values such as help, honesty, respect, love, responsibility, the development of positive communication between children, the provision of collaborative learning, the respect of differences, the making of values fun with games. Traditional children's games are indicated by teachers that students gain more than one value, that traditional children's games are not in sufficient levels in the classbooks and that the values should be included in the pre-school period in terms of education. The values that teachers with traditional children’s games aim to give the most in their children are love, justice, respect, responsibility, solidarity, utility, honesty and equality. Teachers are expressed in the form of the principles they intend to give children with their traditional children’s games, such as ensuring unity and cohesion in students, culture transfer, permanent learning of values, respect for differences, tasks and responsibilities, producing practical solutions to problems and feeling a group.

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