Publication: Okul öncesi kurumlarda din ve değer eğitimi
Abstract
Türkiye’de okul öncesi kurumlarda din ve değer eğitiminin mevcut durumunu tespit etmek ve ebeveynlerin okul öncesi eğitimde din ve değer eğitimine bakışını belirlemek amacı ile yapılan bu çalışma iki bölümden oluşmaktadır. İlk bölümde, okul öncesi kurumlarda din ve değer eğitimin mevcut durumu, hukuki statüsü ve farklı ülkelerdeki eğitim-öğretim uygulamaları ele alınmıştır. Nitel araştırma yöntemlerinin yürütüldüğü ikinci bölümde ise çocuğunu İstanbul’da Millî Eğitim Bakanlığına bağlı resmi ve özel okul öncesi eğitim kurumları ile Diyanet İşleri Başkanlığına bağlı 4-6 yaş Kur’an kurslarına gönderen velilerden oluşan 3 farklı katılımcı grubuna mülakat yapılmıştır. Mülakatta katılımcılara kişisel bilgilerinin yanı sıra “çocuklara din ve değer eğitimi verilmeli mi? Verilmeli ise dinin ve değerlerin hangi boyutları kim tarafından öğretilmeli? Çocukların dini konularla ilgili soruları oluyor mu? Ebeveynler, çocukların dini konulardaki sorularını cevaplamada kendilerini yeterli buluyor mu?” gibi sorulardan oluşan 11’i açık uçlu olmak üzere toplam 17 soru sorulmuştur. Verilerin analiz ve modellenmesinde NVIVO 11 kullanılmış, elde edilen bulgular benzer ya da farklı çalışmalarla karşılaştırılarak yorumlanmıştır. Araştırmada elde edilen bulgulara göre, katılımcıların büyük çoğunluğu okul öncesi kurumlarda din ve değer eğitiminin verilmesi gerektiğini düşünmektedir. Ebeveynlerin bu dönemde çocuklarının dini soruları ile karşılaştıkları, ancak bu sorulara cevap verme konusunda yetersiz kaldıkları saptanmıştır. Okul öncesi kurumlarda din ve değer eğitimi öğretim programlarında yer alması durumunda bu alan için öğretmen yetiştirilmesi gerektiği yine araştırmada elde edilen bulgulardandır. Araştırmada elde edilen diğer bir bulgu da Diyanet İşleri Başkanlığı 4-6 yaş Kur’an kurslarına devam eden öğrencilerde en çok davranışa dönüşen değerlerin “Dua”, “Şükür-Teşekkür”, “Sorumluluk”, “Saygı” ve “Paylaşma” olduğudur.
This research conducted to assess the current state of religious and values education in preschool institutions in Turkey and to determine parents' perspectives on religious and values education in preschool education, consists of two parts. In first section, the current state and legal status of religious and values education in preschool institutions, as well as education practices in different countries, are discussed. The second part, where the qualitative research process was conducted, involved interviews with three different participant groups consisting of parents who send their children to official and private preschool educational institutions affiliated with the Ministry of National Education in Istanbul and 4–6 year old Quran Courses affiliated with the Presidency of Religious Affairs. In addition to personal information, participants were asked 17 questions, 11 of which were open-ended, such as Should children be given religious and values education? If so, which dimensions of religion and values should be taught by whom? Do children have questions about religious matters? Do parents consider themselves competent in answering their children's questions about religious matters? The NVIVO 11 program was used for data analysis and modelling, and the findings were interpreted by comparing them with similar or different studies. According to the findings of the research, the majority of participants believe that religious and values education should be provided in preschool institutions. It was found that parents encounter their children's religious questions during this period but are inadequate in answering these questions. Another finding from the research is that if religious and values education is included in preschool curricula, teacher training is necessary for this field. Another notable finding from the research is that among students attending the 4-6 year-old Quran courses affiliated with the Presidency of Religious Affairs, the values that most translate into behaviour are Prayer, Gratitude-Thanks, Responsibility, Respect, and Sharing.
This research conducted to assess the current state of religious and values education in preschool institutions in Turkey and to determine parents' perspectives on religious and values education in preschool education, consists of two parts. In first section, the current state and legal status of religious and values education in preschool institutions, as well as education practices in different countries, are discussed. The second part, where the qualitative research process was conducted, involved interviews with three different participant groups consisting of parents who send their children to official and private preschool educational institutions affiliated with the Ministry of National Education in Istanbul and 4–6 year old Quran Courses affiliated with the Presidency of Religious Affairs. In addition to personal information, participants were asked 17 questions, 11 of which were open-ended, such as Should children be given religious and values education? If so, which dimensions of religion and values should be taught by whom? Do children have questions about religious matters? Do parents consider themselves competent in answering their children's questions about religious matters? The NVIVO 11 program was used for data analysis and modelling, and the findings were interpreted by comparing them with similar or different studies. According to the findings of the research, the majority of participants believe that religious and values education should be provided in preschool institutions. It was found that parents encounter their children's religious questions during this period but are inadequate in answering these questions. Another finding from the research is that if religious and values education is included in preschool curricula, teacher training is necessary for this field. Another notable finding from the research is that among students attending the 4-6 year-old Quran courses affiliated with the Presidency of Religious Affairs, the values that most translate into behaviour are Prayer, Gratitude-Thanks, Responsibility, Respect, and Sharing.