Türk Eğitim Sisteminde Cumhuriyet’in İlk Yüzyılında (1923-2023) Uygulanan Okul Öncesi Eğitim Programlarının Analizi

Abstract

In this study, six pre-school curriculums implemented throughout the history of the Republic were analyzed in accordance with Posner's (2004) curriculum analysis dimensions. In the research, "document analysis" pattern, one of the qualitative research methods, was used. The qualitative data obtained in the research were analyzed using descriptive analysis. The primary data source of the research is the pre-school curriculums implemented in Turkey between 1923 and 2023. Secondary data sources consist of reports, theses and research articles prepared for pre-school curriculums. The aim of the research is to reveal the vision and missions of the curriculums and their content transformation from a holistic perspective, from the first kindergarten regulation curriculum prepared in 1952 to the last pre-school curriculum implemented since 2013. In the findings obtained from the research; It has been observed that a certain period is not followed in updating the curriculums. It has been observed that the frequency of change of curriculum contents/elements has decreased since 2002. Since 2002, articles related to vision have not been changed in pre-school curriculums. Continuity could not be achieved in the statements regarding the purpose/target of pre-school curriculums and learning centers for children. Since 2006, a spiral curriculum approach has been adopted in the curriculums. Information regarding evaluation in pre-school curriculums has been provided since 1994. Through the data obtained, the history of pre-school curriculum development studies is shown in a detailed flow and suggestions are presented to increase the efficiency of future curriculum development studies.