Publication: Fransa ve Türkiye okul öncesi eğitim sistemlerinin karşılaştırmalı olarak incelenmesi
Abstract
Günümüzde milletlerarası sınırların kalktığı, iletişim teknolojisinin hızla geliştiği, dünyamızın giderek küçüldüğü ve küreselleşme kavramının önem kazandığı görülmektedir. Bu gelişmelere paralel olarak ülkeler, eğitim sistemlerini eleştirel bir yaklaşımla inceleyerek geliştirme isteği duymaktadır. Bu araştırmada Fransa'nın ve Türkiye'nin okulöncesi eğitim sistemleri tarihsel, genel durum, eğitim ilkeleri, yasal boyut, uygulama ve öğretmen eğitimi bakımlarından karşılaştırmalı olarak incelenmiş ve her iki ülke eğitim sistemlerinin benzer ve farklı olan yönleri tespit edilmeye çalışılmıştır. Ulaşılan bulgular doğrultusunda karşılaştırmalar yaparak Türkiye'deki okulöncesi eğitim sisteminde karşılaşılan sorunların çözümüne katkı sağlamak ve bu eğitim kademesinin daha nitelikli hale gelebilmesi için bazı önerilerde bulunmak amaçlanmıştır. Tarama modeli kullanılarak gerçekleştirilen bu araştırma, Fransa ve Türkiye'deki okulöncesi eğitim sistemleri ve bu sistemlerdeki uygulama durumları, söz konusu ülkelerin Milli Eğitim Bakanlıkları'na bağlı resmi nitelik taşıyan okulöncesi eğitim alanlarında 2001-2002 öğretim yılına dek toplanan veriler ve ulaşılabilen kaynaklarla sınırlandırılmıştır. Araştırmada, karşılaştırmalı eğitim araştırmalarında en çok kullanılan metod olan yatay ve dikey karşılaştırma yöntemleri kullanılmıştır. Araştırmada Türkiye kütüphanelerindeki yazılı kaynaklara ulaşılmış bu kaynaklar incelenmiş, ilgili kişilerle görüşülmüş ve internet taraması yapılmıştır. Toplanan veriler gruplandırılmış ve sistemli bir şekilde sıralanarak karşılaştırmalar yapılmıştır. Bu karşılaştırmalardan elde edilen, Türkiye'de okul öncesi eğitimin geliştirilmesine yönelik ulaşılan önerilerden bazıları şöyle sıralanabilir: -Türkiye'de okulöncesinde okuma-yazma çalışmalarının yaş gruplarına uygun programlarla başlatılması, -Okul öncesi eğitimde yerel yönetimlerin katkılarının sağlanması, program ve uygulamalara bölgesel özelliklerin yansıtılması, -Türkiye'de okulöncesi eğitimin devlete bağlı okullarda ücretsiz hale getirilmesi, -Okulöncesi eğitime özgü bir denetim sisteminin geliştirilmesi ve bu sisteme uygun, alanında yetişmiş müfettişlerin göreve getirilmesi, -Öğrenciyi tanıma ve yönlendirme çalışmalarına daha çok önem verilmesi, -Türkiye'de okulöncesi eğitime daha çok finansman ayrılması, -Okulöncesi eğitimde, özel eğitim alanına daha çok önem verilmesi, -Türkiye dışındaki Türk vatandaşları çocuklarının okulöncesi eğitim ihtiyaçlarının karşılanması, -Türkiye'de okul öncesi eğitimle ilköğretim arasında geçiş bütünlüğünün sağlanmasıdır.
Today we see that international borders have become invalid, communication technology has developed in a fast way, the Earth has minimised, and the concept of globalism has become much more important. Parallel to these, countries want to develop their educational systems by inspecting it in a critical manner. Within this research, pre-school educational systems of French and Turkey were inspected comparatively according to their historical, general situation, principles of education, legal side, implementation, and training of teachers, and similarities and differences of the education systems of both countries were tried to be determined. This aimed to contribute to the solutions of the problems encountered in pre-school education system, and to suggest ideas to make this educational step more qualified. This research was carried out by using scanning model, and pre-school educational systems and situations of implementation in these systems in French and Turkey were limited to data and available resources collected until 2001-2002 educational year in pre-school education field subject to Ministries of National Education of concerning countries. Vertical and horizontal comparison methods, mostly used methods in comparative educational researches, were used in this research. For this research, written resources in libraries of Turkey were reached, these resources were examined, concerning people were talked to, and internet was scanned. The collected data were grouped, put in order systematically, and comparison was made. Following are some of the suggestions reached in accordance with the development of pre-school education in Turkey: -To start studies of reading and writing with programs appropriate for each age group for pre-school education in Turkey, -To provide contribution of local governments to pre-school education, and reflect local characteristics in these implementations, -To make pre-school education free in government schools in Turkey, -To develop an inspection system for pre-school education, and deploy qualified inspectors appropriate to this system, -To give importance to studies of knowing and directing the students, -To support pre-school education financially in Turkey, -To give importance to private education field in pre-school education, - To respond to the need of pre-school education of Turkish citizens who are in abroad, -To provide integrity of passage from pre-school education to primary school education in Turkey.
Today we see that international borders have become invalid, communication technology has developed in a fast way, the Earth has minimised, and the concept of globalism has become much more important. Parallel to these, countries want to develop their educational systems by inspecting it in a critical manner. Within this research, pre-school educational systems of French and Turkey were inspected comparatively according to their historical, general situation, principles of education, legal side, implementation, and training of teachers, and similarities and differences of the education systems of both countries were tried to be determined. This aimed to contribute to the solutions of the problems encountered in pre-school education system, and to suggest ideas to make this educational step more qualified. This research was carried out by using scanning model, and pre-school educational systems and situations of implementation in these systems in French and Turkey were limited to data and available resources collected until 2001-2002 educational year in pre-school education field subject to Ministries of National Education of concerning countries. Vertical and horizontal comparison methods, mostly used methods in comparative educational researches, were used in this research. For this research, written resources in libraries of Turkey were reached, these resources were examined, concerning people were talked to, and internet was scanned. The collected data were grouped, put in order systematically, and comparison was made. Following are some of the suggestions reached in accordance with the development of pre-school education in Turkey: -To start studies of reading and writing with programs appropriate for each age group for pre-school education in Turkey, -To provide contribution of local governments to pre-school education, and reflect local characteristics in these implementations, -To make pre-school education free in government schools in Turkey, -To develop an inspection system for pre-school education, and deploy qualified inspectors appropriate to this system, -To give importance to studies of knowing and directing the students, -To support pre-school education financially in Turkey, -To give importance to private education field in pre-school education, - To respond to the need of pre-school education of Turkish citizens who are in abroad, -To provide integrity of passage from pre-school education to primary school education in Turkey.