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Abstract


ASSESSMENT OF MONE 2013 PRESCHOOL CURRICULUM IN TERMS OF ETHNO-PEDAGOGY AND REFLECTIONS ON PRACTICE
The aim of this study is to examine the MONE 2013 Curriculum in terms of ethno-pedagogy and reveal its reflections on practice. The study was carried out by document analysis in qualitative pattern and by interview. MONE 2013 Preschool Curriculum was analyzed by content analysis method and interviews with 10 pre-school teachers with the field specialist in line with the data set created based on expert opinion. Analyses of both contents were compared, and 92% validity was determined. In this study, MONE 2013 Preschool Curriculum is examined in terms of introduction, gains, learning process and evaluation, therefore ethno-pedagogical elements were found to be inadequate. Although pre-school education teachers are not in the program, it was concluded that they used the flexible aspect of the program to carry out activities involving ethno-pedagogy. Based on the results of this study, several recommendations have been made such as ensuring that pre-school teachers have knowledge about ethno-pedagogy, organizing seminars in this direction, adding an undergraduate lesson under the name of ethno-pedagogy, planning new researches to examine child rearing elements of Turkish family structure on the basis of ethno-pedagogy, including ethno-pedagogical elements in pre-school curriculum, and making arrangements reflected in preschool education environments.

Keywords
ethno-pedagogy,preschool educatıon,curriculum


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