An investigation of early childhood education teachers’ attitudes, behaviors, and views regarding the rights of the child
Tóm tắt
This study investigates the attitudes, behaviors, and views about the rights of the child of early childhood education (ECE) teachers in Turkey. A mixed-method sequential transformative design was used, and 205 ECE teachers’ attitudes towards children’s rights were analyzed using a quantitative questionnaire. Ten of these ECE teachers were then observed, and their views in terms of the rights of children were elicited through interviews. According to the findings, teachers’ attitudes toward the rights of the child were positive; however, their behaviors and views were not compatible with most of these rights. While teachers were sensitive to the right to protection, they did not meet the requirements of the rights to development, growth, and participation or the principles of best interest and non-discrimination. Educating teachers about the rights of the child plays an important role in enhancing children’s learning and the application of these rights. To support these rights, teachers need to properly understand the rights of the child, how to protect them, and how to reflect these rights in their practices.
Tài liệu tham khảo
Akman, B., & Erturk, H. G. (2011). Okul öncesi öğretmenlerinin çocuk haklarına iliş kin bilgi düzeylerinin ve okul öncesi çocuk haklarının öğretilmesine ili ş kin görüşlerinin incelenmesi. [The Investigation of early childhood teachers’ knowledge levels among rights of the child and views for teaching rights of the child] . 1. Türkiye Çocuk Hakları Kongresi Yetişkin Bildiri Kitabı 1. Çocuk Vakfı Yayınları, İstanbul. http://cocukvakfi.org.tr/wp-content/dosya/36k.pdf.
Akman, B., & Umay, A. (2007). Öğretmenlerinin sınıf yönetimi profillerine yönelik bir ölçek uyarlama çalışması [A scale adaption towards teachers’ classroom management profiles]. http://www.egitim.hacettepe.edu.tr/belge/UOYPSS1_BildiriKitabi.pdf.
Akyol, S. (2011). Çocuk Haklarına Dair Sözleşme çerçevesinde çocuğun görüşlerine saygı ilkesi: Varlığ ın sahibi olan çocuk [Principle of respect for the views of the child within the framework of the Convention on the Rights of the Child: The child who is the owner of the property]. 1. Türkiye Çocuk Hakları Kongresi Yetişkin Bildiri Kitabı 1. Çocuk Vakfı Yayınları, İstanbul. http://cocukvakfi.org.tr/wp-content/dosya/36k.pdf. Accessed 24 May 2019.
Alderson, P. (2008). Young children’s rights: Exploring beliefs, principles, and practice. (2nd ed.). Jessica Kingsley Publisher.
Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S. C., Fielding, J. E., Normand, J., & Carande-Kulis, V. G. (2003). The effectiveness of early childhood development programs: A systematic review. American Journal of Preventive Medicine, 24, 32–46
Akyuz, E. (2000). Ulusal ve Uluslarası Hukukta Çocuğun Haklarının ve Güvenliğinin Korunması [The Protection of Child's Rights and Safety in National and International Law]. Milli Eğitim Basım Evi
Barnett, W.S., Schulman, K. & Shore, R. (2004). (2004). Class size: What’s the best fit? National Institute for Early Childhood Education Research, http://nieer.org/wp-content/uploads/2016/08/9.pdf.
Bredekamp, S. (2018). Brain development and implications for practice. He Kupu, 5(3), 41–44
Burridge, P., Carpenter, C., Cherednichenko, B., & Kruger, T. (2010). Investigating praxis inquiry within teacher education using Giddens’ structuration theory. Journal of Experiential Education, 33, 19–37. https://doi.org/10.1177/105382591003300103
Correia, N., Camilo, C., Aguiar, C., & Amaro, F. (2019). Children’s right to participate in early childhood education settings: a systematic review. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2019.02.031
Correia, N., Carvalho, H., Durães, J., & Aguiar, C. (2020). Teachers’ideas about children’s participation within Portuguese early childhood education settings. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.104845
Council of Europe (2016). Council of Europe Strategies for the Rights of the Child (2016–2021): Children Human Rights. https://rm.coe.int/168066cff8
Covell, K., McNeil, J. K., & Howe, R. B. (2009). Reducing teacher burnout by increasing student engagement: A Children’s Rights approach. School Psychology International, 30(3), 282–290. https://doi.org/10.1177/0143034309106496
Covell, K., & Howe, R. B. (2011). Rights, respect, and responsibility in Hampshire County: RRR and Resilience Report. Cape Breton University: Children’s Rights Centre. http://www.childrensrightseducation.com/uploads/3/4/5/2/34521419/rights_respect_and_responsibility_2008_report.pdf.
Creswell, J. W. (2017). Karma Yöntem Araştırmalarına Giriş Introduction to Mixed Methods Research (M. Sozbilir, Trans.). Ankara: Pegem Akademi.
Creswell, J. W., & Plano-Clark, V. (2015). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi [Designing and conducting mixed methods research] (Y. Dede & S. B. Demir, Trans.). Ankara: Anı Yayıncılık.
Daniels-Simmonds, L. (2009). Early childhood professionals’ beliefs and practices regarding the rights of young children to express views and to be heard (Unpublished doctoral dissertation). Texas Women’s University.
Dogan, Y., Torun, F., & Akgun, İH. (2014). Pre-school teacher candidates’ attitudes towards children’s rights in terms of some variables. Journal of Human Sciences, 11(2), 503–516. https://doi.org/10.14687/ijhs.v11i2.2998
Donmez, T. (2015). İlkokul Sınıf Öğretmenlerinin Sınıf Yönetimi Profilleri İle Çocuk Haklarına Yönelik Tutumları Arasındaki İlişki [The Relationship Between Classroom Management Profiles of Primary School Teachers and Their Attitude towards Children Rights] [Unpublished master’s thesis]. Gazi University, Ankara
ERG & AÇEV (2017). Türkiye’de Erken Çocukluk Bakımı ve Okul Öncesi Eğitime Katılım [Turkey in the Early Childhood and Pre-School Education]. http://www.egitimreformugirisimi.org/yayin/turkiyede-erken-cocukluk-bakimi-ve-okul-oncesi-egitime-katilim/#more-8050
Etchebehere, G., & De León, D. (2020). Children’s rights in the field of early education. Early Years. https://doi.org/10.1080/09575146.2020.1825340
Erden, M. (2005). Öğretmenlik mesleğine giriş[Introduction to the teaching profession]. Epsilon Yayıncılık.
Fazlioglu, Z. (2007). Çocuk Hakları Sözleşmesi’nde Yer Alan Çocuk Hakları Konusunda Öğretmenlerin ve Yöneticilerin Bilinç Düzeyleri [Awareness levels of teachers and managers on the rights of the child in the convention on the rights of the child] [Unpublished master’s thesis]. Yeditepe University.
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update. (4th ed.). Allyn & Bacon.
Hareket, E., & Gulhan, M. (2016). Perceptions of students in primary education department related to children’s rights: A comparative investigation. Journal of Education and Learning. https://doi.org/10.5539/jel.v6n2p41
Hofstede, G., & Bond, M. H. (1984). Hofstede’s Culture Dimensions: An Independent Validation Using Rokeach’s Value Survey. Journal of Cross-Cultural Psychology, 15(4), 417–433. https://doi.org/10.1177/0022002184015004003
Howe, R. B., & Covell, K. (2005). Empowering children: Children’s rights education as a pathway to citizenship. University of Toronto Press.
Jerome, L. Emerson, L. Lundy, L. & Orr, K. (2015). Teaching and learning about children’s rights. London: UNICEF. https://www.unicef.org/media/63086/file/UNICEF-Teaching-and-learning-about-child-rights.pdf
Johnson, B., & Christensen, L. (2014). Eğitim Araştırmaları: Nicel, Nitel Ve Karma Yaklaşımlar [Educational Research: Quantitative, Qualitative and Mixed Approaches] (S. B. Demir, Trans. & Ed.). Ankara: Eğiten Kitap.
Kadim, M. (2012). Okul öncesi öğretmenlerinin oyun etkinliklerine ilişkin öz-yeterliklerinin görev yapilan okul türüne göre incelenmesi [Examine the preschool teachers’ self- efficacy about the game activities according to the type of school]. NEÜ Sosyal Bilimler Enstitüsü Dergisi, 2, 1–21.
Kagitcibasi, Ç. (2010). Benlik, Aile ve İnsan Gelişimi: Kültürel Psikoloji [Self, family and human development: Cultural psychology. Koc Universitesi Yayinlari.
Kagitcibasi, C., Sunar, D., & Bekman, S. (2001). Long-term effects of early intervention: Turkish low-income mothers and children. Journal of Applied Developmental Psychology, 22, 333–361
Karaman-Kepenekci, Y. (2006). A study of university students’ attitudes towards children’s rights in Turkey. The International Journal of Children’s Rights, 14, 307–319. https://doi.org/10.1163/157181806778458095
Karaman-Kepenekci, Y., & Baydık, B. (2009). Zihin engelliler öğretmen adaylarının çocuk haklarına ilişkin tutumları [Attitudes of the teacher candidates of mentally handicapped children about children’s rights]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(1), 329–350
Karaman-Kepenekci, Y., & Nayır, F. (2012). Çocukların ana babaları tarafından istismar ve ihmaline ilişkin sınıf öğretmenlerinin görüşleri [Elementary school teachers’ perceptions about child abuse and neglect by their parents]. International Journal of Social Science, 5(7), 437–455. https://doi.org/10.9761/JASSS_274.
Kasapoglu, K., & Akyol, T. (2012). Liking of children as a predictor of their attitudes toward Children’s Right. The New Educational Review, 28(29), 49–58
Kepenekci, Y. (1999). Eğitimcilerin insan haklarına yönelik tutumları [Educators’ attitudes towards human rights]. Ankara Üniversitesi Eğitim Bilimleri Dergisi, 32.
King, M. F., & Bruner, G. C. (2000). Social desirability bias: A neglected aspect of validity testing. Psychology and Marketing, 17(2), 79–103. https://doi.org/10.1002/(SICI)1520-6793(200002)17:2%3c79::AID-MAR2%3e3.0.CO;2-0
Kor, K. (2013).Okul Öncesi Öğretmenlerin Çocuk Hakları Konusundaki Görüşlerinin Belirlenmesi [The Investigation of the Views of Early Childhood Teachers about the Rights of the Child] [Unpublished master’s thesis]. Canakkale Onsekiz Mart University, Canakkale
Koran, N. (2012). Sınıflarda Katılım Hakkı: Okul Öncesi Öğretmenlerinin Çocukların Katılım Hakkı Konusundaki Uygulamalarının Öğretmen Adayı Gözlemlerine Göre İncelenmesi [Participation Right in Classrooms: The Understanding of Participation Right of Early Childhood Teachers’ and Supporting the Understanding of Participation Right of Early Childhood Teachers’] [Unpublished master’s thesis]. Girne American University, Girne.
Landsdown, G. (2005). Innocent insight: The evolving capacities of the child. UNICEF Innocenti Preseed Centre, Florence, Italy. https://www.unicef-irc.org/publications/pdf/evolving-eng.pdf, Accessed 24 May 2019.
Leblebici, H., & Celikoz, N. (2016). Öğretmen adaylarının çocuk haklarına yönelik tutumları [Prospective teachers’ attitudes towards children rights]. International Journal of Social Sciences and Education Research, 3(1), 307–318. https://doi.org/10.24289/ijsser.270584
Malmberg, L. E. (2008). Student teachers achievement goal orientation during teacher studies: Antecedents, correlates, and outcomes. Learning and Instruction, 18(5), 438–452. https://doi.org/10.1016/j.learninstruc.2008.06.003
Merey, Z. (2013). Social studies pre-service teachers’ attitudes towards children’s rights. EğItimde Kuram Ve Uygulama, 9(3), 243–253
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Sage.
Ministry of Family and Social Policies. (2012). Ulusal Çocuk Hakları Strateji Belgesi ve Eylem Planı, 2013–2017 [National Strategy Document and Action Plan for Rights of Children, 2013–2017]. https://www.ailevecalisma.gov.tr/uploads/chgm/uploads/pages/yayinlar/ulusal-cocuk-haklari-strateji-belgesi-ve-eylem-plani.pdf.
Ministry of Strategy and Budget (2018). On Birinci Kalkinma Plani (2019–2023) [11th Development Plan (2019–2023)].https://www.sbb.gov.tr/wpcontent/uploads/2019/07/OnbirinciKalkinmaPlani.pdf
MoNE. (2013). Okul Öncesi Eğitim Programı [Early Childhood Education Program]. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf.
MoNE. (2014). Milli Eğitim Bakanlığı Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği [MoNE Institution Regulation for Early Childhood Education and Primary Education]. http://mevzuat.meb.gov.tr/dosyalar/1703.pdf.
MoNE. (2017). Okul Öncesi Öğretmeni Özel Alan Yeterlikleri [ECE Teachers Special Field Qualifications].https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_11/06160307_5-YYretmen_Yeterlikleri_KitabY_okul_Yncesi_YYretmeni_Yzel_alan_yeterlikleri_ilkYYretim_parYa_8.pdf
MoNE. (2020). 2019–2020 Eğitim-Öğretim Yılı İstatistikleri [Teaching-Learning Statictics for 2019–2020]. http://ankara.meb.gov.tr/www/egitim-istatistikleri/icerik/24
Nah, K.O. & Lee, S.M. (2016). Actualizing children's participation in the development of outdoor play areas at an early childhood institution. Action Research, 14(3), 335-351. https://doi.org/10.1177/1476750315621610
Nesliturk, S., & Ersoy, A. F. (2007). Okul öncesi öğretmen adaylarının çocuk haklarının öğretimine ilişkin görüşleri [Preschool teacher candidates’ opinions on the teaching of children’s rights]. Eğitimde Kuram Ve Uygulama, 3(2), 245–257
Osler, A., & Starkey, H. (1998). Children’s rights and citizenship: Some implications for the management of schools. International Journal of Children’s Rights, 6, 313–333
Ozdemir, S. (2016). 5–6 yas grubu çocukların serbest zaman etkinliklerindeki oyun ve oyuncak tercihlerinin incelenmesi [Examining the games and toys choices of children aged 5 to 6 at their free time activities]. Journal of Educational Science, 2(2), 1–15
Ozen, S. (1998). Örgütsel araştırmalardaki sosyal beğenirlik etkisinin türk toplumsal ve bürokratik kültürü bağlamında incelenmesi [The investigation of the social desirability effect in organizational research in the context of Turkish social and bureaucratic culture]. VI. Ulusal Yönetim ve Organizasyon Kongresi Bildirileri, 107–121, 21–23 May 1998. Eskişehir: Anadolu University.
Oztürk, Y., & Gangal, M. (2016). Okul öncesi eğitim öğretmenlerinin disiplin, sınıf yönetimi ve istenmeyen davranışlar hakkındaki inançları [Preschool teachers’ beliefs about discipline, classroom management, and disruptive behaviors]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(3), 593–608. https://doi.org/10.16986/HUJE.2016015869
Ozyıldırım, T. (2007). Ankara ili ilköğretim okulu öğrencilerinin katılım hakkını kullanma durumlarına ilişkin sınıf öğretmenlerinin görüşleri [The opinions of primary school teachers related to the usage of the participation rights of primary school students] [Unpublished master thesis]. Ankara University, Turkey.
Peker, R. (2012). Sınıf öğretmenlerinin demokratik tutumları ile çocuk haklarına yönelik tutumlarının değerlendirilmesi: Manisa ili örneği [The assesment of te class teachers democratic attitudes and attitudes regarding childrens rights (Case Manisa)] [Unpublished master thesis]. Mehmet Akif Ersoy University, Burdur
Pianta, R. C., & Walsh, D. J. (1996). High risks children in schools: constructing sustaining relationships. Routledge.
Pugh, G. (2015). Early childhood services in England: policy, research, and practice. In A. Smith (Ed.), Enhancing children’s rights: connecting research, policy and practice (studies in childhood and youth). (pp. 65–79). Palgrave Macmillan.
Quennerstedt, A. (2011). The construction of children’s rights in education – a research synthesis. International Journal of Children’s Rights, 19(4), 661
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. https://doi.org/10.1080/00461520903028990
Reijntjes, A., Stegge, H., & Terwogt, M. M. (2006). Children’s coping with peer rejection the role of depressive symptoms, social competence, and gender. Infant and Child Development, 15, 89–107. https://doi.org/10.1002/icd.435
Shier, H. (2001). Pathways to participation: Openings, opportunities, and obligations. Children and Society, 10, 107–117. https://doi.org/10.1002/chi.617
Sebba, J., & Robinson, C. (2010). Evaluation of UNICEF UK’s Rights Respecting Schools Award.https://www.unicef.org.uk/rightsrespectingschools/wpcontent/uploads/sites/4/2014/12/RRSA_Evaluation_Report.pdf.
Trawick-Smith, J. (2010). Early childhood development: A multicultural perspective. (5th ed.). Pearson.
Turkish Statistical Institute. (2020). Adrese Dayalı Nufüs Kayıt Sistemi Sonuçları [Address Based Population Registration System Results], 2019. https://data.tuik.gov.tr/Bulten/Index?p=Adrese-Dayali-Nufus-Kayit-Sistemi-Sonuclari-2019-33705
Turkoglu, D., & Gultekin-Akduman, G. (2013). Üniversitelerin okul öncesi eğitimi programlarında “çocuk hakları” dersi ve öğrenci görüşlerinin incelenmesi. Uluslararası Aile Çocuk Ve Eğitim Dergisi, 1(2), 56–68
Ucus, S. (2014). Çocuk hakları eğitimi programının hazırlanması ve değerlendirilmesi: uygulama öğretmeninin ve katılımcıların görüşleri [Preparation and evaluation of children’s rights education program: the opinions of curriculum practitioner and the opinions of participiants]. International Journal of New Trends in Arts, Sports & Science Education, 3(2), 1–24
UN. (2015). The 17 Goals. https://sdgs.un.org/goals.
UNCRC (1989). Convention on the Rights of the Child. https://www.ohchr.org/en/professionalinterest/pages/crc.aspx.
UNCRC (2003). General Comment No. 5: General Measures of Implementation of the Convention of the Rights of the Child. https://www.refworld.org/docid/4538834f11.html
UNCRC. (2005). General Comment No.7: Implementing Child Rights in Early Childhood. https://www.refworld.org/docid/460bc5a62.html.
UNESCO. (2010). Moscow Framework For Action and Cooperation: Harnessing the Wealth of Nations. World Conference on Early Childhood Care and Education. Moscow. https://unesdoc.unesco.org/ark:/48223/pf0000189882
UNICEF. (2009). Child-Friendly School Manual. https://www.unicef.org/publications/index_49574.html, Accessed 9 November 2017.
UNICEF (2012). The UN Convention on the Rights of the Child: A Study of Legal Implementation in 12 countries. United Kingdom. https://www.unicef.org.uk/publications/child-rights-convention-2012-report/.
UNICEF (2014). Child Rights Toolkit. https://www.unicef.org/eu/crtoolkit/toolkit.html. Accessed 9 November 2017.
UNICEF. (2019). For every child, reimagine: UNICEF Annual Report 2019. New York: United Nations Children’s Fund (UNICEF), 2020.
Urinboyev, R., Wickenberg, P., & Leo, U. (2016). Child Rights, classroom, and school management: A systematic literature review. International Journal of Children’s Rights, 24, 522–547. https://doi.org/10.1163/15718182-02403002
Uysal, H., Akbaba-Altun, S., & Akgun, E. (2010). The strategies preschool teachers use when confronted with children’s undesired behaviors. Elementary Education Online, 9(3), 971–979
Wolcott, H. F. (1990). Writing up qualitative research. Sage.
Yasar-Ekici, F. (2014). Öğretmen adaylarının çocuk haklarına yönelik tutumlarının bazı değişkenlere göre incelenmesi [Examining prospective teachers’ attitudes towards child rights in terms of some variables]. Akademik Sosyal Araştırmalar Dergisi, 2(8), 66–77.
Yoleri, S. (2014). Okul öncesi öğretmenlerinin çocuk sevme düzeyine etki eden değişkenlerin incelenmesi[The investigating the effects of the variables on early childhood teachers’ level of child likehood]. International Eurasian Educational Research Congress, April 24–26, İstanbul University Congression Center.