An analysis on children’s rights in stories recommended for children in Turkey

Kepenekci, Yasemin Karaman

doi:10.1080/17400200903370985

Cited by 10 publications

(7 citation statements)

References 4 publications

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“…With all the books analyzed, development rights were observed more in the pictures (59%) of the award-winning children"s picture books than in their texts (41%). In his research, where he analyzed 100 Basic Works, consisting of stories, Karaman (2010) found that development and survival rights appeared more than participation and protection rights.…”

Section: Resultsmentioning

confidence: 99%

“…Regulations have been made in national and international law by making sure that children benefit from basic human rights under the framework of equal opportunities, and great care has been taken to protect children"s life, education, health, and to help them have their own rights in every field of life. In this study, child rights were analyzed under the headings of `survival`, `protection`, `participation` and `development` (Karaman, 2010).…”

Section: Introductionmentioning

confidence: 99%

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The analysis of picture storybooks aimed at pre-school children in terms of child rights violations

Polatlar¹,

Öztabak²

2021

Educ. Res. Rev.

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Books introduce children to social life and provide them with the opportunity to expand their imaginary worlds. Pre-school children are influenced by books more than adults. Children can identify themselves with the heroes in the books and choose to act like them. Therefore, the features of the heroes in children's picture books, what they go through, and the intended message of the story have significant importance in terms of children's development. This study aims to analyze children's picture books aimed at children who are 3-6 years old in terms of child rights violations. Phenomenological pattern, which is among qualitative research methods, was used in the study. The 30 books, which constitute the data set of the study, were chosen firstly by determining the publishers, and secondly through random sampling method. The data of the study were sorted out using descriptive analysis. In order to find the messages that are directly or indirectly conveyed in children's picture books, "the sentences in the books" were analyzed. The analysis of the data is based on the four sub-themes of child rights; namely, "Survival, Protection, Participation, Development" rights. This study found that development rights were violated the most. Then came survival and protection violations. No violation as to participation rights was observed. Finally, suggestions were made about the study.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The analysis of picture storybooks aimed at pre-school children in terms of child rights violations

Polatlar¹,

Öztabak²

2021

Educ. Res. Rev.

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“…Johansson, 2005;Bae, 2009;Sandberg & Ärlemalm-Hagsér, 2011); 2) agency -children should be empowered to engage with other human beings (Smith, 2007;Armstrong, 2011); 3) awareness -children should learn to become aware of their rights (e.g. Batur Musaoglu & Haktanir, 2006;Akengin, 2008;Eckmann, 2010;Karaman-Kepenekci, 2010); 4) citizenship -children should learn about rights in order to prepare for active citizenship (e.g. McEvoy & Lundy 2007;Mitchell, 2010;Osler, 2013); 5) the respecting of rights -children should learn to behave in accordance with rights and cultivate good relations with others (e.g.…”

Section: Educational Research On the Teaching And Learning Of Rightsmentioning

confidence: 99%

‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

Brantefors

2019

HRER

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Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education. Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.

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“…For this reason, it is essential to examine the opinions of primary school teachers on children's rights during the COVID-19 epidemic period. It is seen that the classification of the rights included in the Convention on the Rights of the Child takes different forms in the literature (Akyüz, 2016;Franklin, 1993;Fountain, 1993;İnan, 1995;Karaman-Kepenekci, 2010;Tanrıbilir, 2011). Karaman -Kepenekci (2010) classified the child's rights as the right to life, development, participation, and protection in her research.…”

Section: Introductionmentioning

confidence: 99%

“…It is seen that the classification of the rights included in the Convention on the Rights of the Child takes different forms in the literature (Akyüz, 2016;Franklin, 1993;Fountain, 1993;İnan, 1995;Karaman-Kepenekci, 2010;Tanrıbilir, 2011). Karaman -Kepenekci (2010) classified the child's rights as the right to life, development, participation, and protection in her research. This research evaluated the teachers' opinions by considering this classification.…”

Section: Introductionmentioning

confidence: 99%

Children's Rights in The Perspective of Primary School Teachers in The Period COVID-19 Epidemic

ERTAŞ

Batmaz

Kılıç

2022

Participatory Educational Research

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With the announcement of an epidemic by the World Health Organization in 2020, countries have been restricted in many areas such as economy, health, education, and social life. With this restriction process, it is possible to say that children experience difficulties accessing many salient services, especially education, health, and care services. Therefore, during the COVID-19 epidemic, children can be told that they are deprived of rights based on their protection and development. In this process, the research aims to examine the opinions of primary school teachers, individuals with whom students spend the most time through distance education after their families, on children's rights. Participants of this research, adopting one of the qualitative research methods i.e., phenomenology, consist of 19 primary school teachers working in Yozgat, Turkey, determined by purposeful sampling methods. In the research, data were collected through a semi-structured interview form. The data obtained were analyzed using the descriptive analysis technique. As a result of the research, teachers expressed the most opinions about children's right to life, nutrition, and a quality life standard as well as development right to access information. In addition, the most views were on the right of children to participate, on the right to express their opinions freely and on the right to protection from all kinds of maltreatment, neglect, abuse and exploitation. Therefore, teachers' views on children's rights to life, development, participation, and protection were evaluated as negative.

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An analysis on children’s rights in stories recommended for children in Turkey

Cited by 10 publications

References 4 publications

The analysis of picture storybooks aimed at pre-school children in terms of child rights violations

The analysis of picture storybooks aimed at pre-school children in terms of child rights violations

‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

Children's Rights in The Perspective of Primary School Teachers in The Period COVID-19 Epidemic

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