Çocuklarda Özerkli̇k Algisi İle Öğretmenleri̇n Özerkli̇ği̇ Etki̇leyen Faktörler Ve Geli̇şti̇rmeye Yöneli̇k Strateji̇lere İli̇şki̇n Görüşleri̇

Ölçer, Sevinç; Yilmaz, Gözde

doi:10.26809/joa.4.013

Cited by 2 publications

(2 citation statements)

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“…In this sense, it was found that children define freedom mainly as "playing outdoors"; they use terms for freedom outside of play such as "forbidden, permission, growth, doing what they want, being able to behave freely". According to Ölçer and Yılmaz (2019), children's views on the concept of freedom were divided into three categories: Behavioral autonomy, social-emotional autonomy, and cognitive autonomy, and their approach to the concept of freedom is primarily behavioral autonomy, which is defined as individuals' control over their behavior and taking responsibility for their behavior (51.64%), and they see play as a place of freedom. It can be argued that children feel most free when playing outdoors and in the community, especially when they play together.…”

Section: Discussionmentioning

confidence: 99%

a practical look at the concept of freedom with a philosophy approach for children in early childhood

Yüceer

Keskin

2023

childphilo

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Both social studies and preschool programs mention freedom as a value. However, in typical social studies curricula, the philosophical perspective is not included and no discussion takes place. In the preschool curriculum, freedom is an abstract concept, and the belief that children cannot understand abstract concepts prevails, while value studies are still limited to determining the frequency of values rather than interrogating them. As such, this study aims to explore young children's views on the concept of freedom, how these views changed after their participation in a philosophically oriented activity, and how, consequently, the concept of freedom might be addressed in social studies on a philosophical level. The researchers used an applied qualitative study design, in which 19 children (14 boys, 5 girls) aged 5-6 years were interviewed before and after the presentation of the well-known folk tale “Rapunzel,” along with the question, “… am I free?” An exercise taken from the Philosophy for Children curriculum, "Freedom is similar to…, because…” was used in both pre and post interviews. The study used semi-structured interviews and document analysis as data collection instruments. The data obtained were subjected to descriptive and content analysis. As a result of the study, it was found that before the activity, children tended to discuss the meaning of freedom in the context of its limits (e.g. permission, prohibition, rules), and, following the activity, in the context of positive freedoms (e.g. growth, being independent).

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Section: Discussionmentioning

confidence: 99%

a practical look at the concept of freedom with a philosophy approach for children in early childhood

Yüceer

Keskin

2023

childphilo

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“…Yavuz (2016) writes that student autonomy also means that the student is the subject in the decisions made in their learning process. According to Ölçer and Yılmaz (2019), autonomy is the ability to be aware of one's self, to think freely and decide, to put one's decisions into action, to act independently and sincerely, and to make choices. Individuals' behaviors such as feeling confident about their choices, resisting peer and parent pressure while displaying appropriate social responsibility, having control over their behaviors, feeling self-confident, and being able to make decisions without getting socially affected depend on the development of autonomous behaviors (Yılmaz and Ölçer, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Children's Rights and Democracy Education on Children's Democratic Behaviors

Kent Kükürtcü,

Erkan

2022

IJPE

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This study aims to investigate the effects of early childhood Children's Rights and Democracy Education on children's democratic behaviors. The study group consisted of a total of 53 children (28 experimental, 25 control) aged between 60-72 months, who were attending two kindergartens affiliated with the Directorate of National Education in Kayseri. The study used the quantitative research method of pretest/posttest and control group quasi-experimental design. Data were collected by using the Democratic Behavior Scale developed by the researcher.The findings showed that while no significant difference existed between the pretest scores of the experimental and control groups prior to Children's Rights and Democracy Education, the posttest mean scores of the experimental group increased significantly after the training as compared to the control group. In addition, learning was shown to be permanent by the results of a retention test given to the experimental group one month after the program ended. The results showed that the children who participated in the Children's Rights and Democracy Education program displayed higher and more permanent development than the control children in the democratic behavior, autonomous behavior, and knowing one's rights subdimensions of the Democratic Behavior Scale.

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Çocuklarda Özerkli̇k Algisi İle Öğretmenleri̇n Özerkli̇ği̇ Etki̇leyen Faktörler Ve Geli̇şti̇rmeye Yöneli̇k Strateji̇lere İli̇şki̇n Görüşleri̇

Cited by 2 publications

References 14 publications

a practical look at the concept of freedom with a philosophy approach for children in early childhood

a practical look at the concept of freedom with a philosophy approach for children in early childhood

The Effects of Children's Rights and Democracy Education on Children's Democratic Behaviors

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