Okul Öncesi̇ Dönem Di̇l Geli̇şi̇mi̇ Bağlaminda Balkan Ülkeleri̇ Ve Türki̇ye Okul Öncesi̇ Eği̇ti̇m Programlarinin Di̇l Geli̇şi̇m Alanlarina Bakiş

Abstract

The current location of Balkan geography is located in the south of Europe, at a point of strategic geopolitical importance connecting the European continent to Asia. In this geography, different peoples have lived together throughout history. Thus, they affect each other culturally and are affected by each other. Language is one of the most effective tools that play a role in cultural interaction. While the researchers emphasize the importance of the first ten years in language acquisition and development, they also point out that preschool education is critical. This research aims to reveal the similarities and differences by examining the language learning area in the preschool education programs of the Balkan countries (Albania, Bosnia-Herzegovina, Kosovo, North Macedonia) and Turkey in the context of language teaching. The research was structured with the document analysis method. First, the preschool education programs of the Balkan countries and Turkey were accessed from the relevant ministries' websites and translated into Turkish. Later, the documents were examined regarding language development areas, learning outcomes, practices and evaluation method techniques. As a result, it has been determined that there are 105 learning outcomes/indicators in Albania, 179 in Bosnia and Herzegovina, 163 in North Macedonia, and 63 in Turkey in terms of curricula in language development areas. In addition, it has been observed that language activities such as reading books, making animations, creating book centers, and question-answer activities are included in the programs. Furthermore, it has been determined that observation procedures are included, and portfolio applications are used in the evaluation of acquisitions in language development areas. As a result of the research, it was concluded that the language development areas of the preschool education programs of the Balkan countries and Turkey are similarly structured according to reading, listening, writing, and speaking skills and that the language activities examples and materials, as well as the evaluation methods and techniques, are similar. Along with the research, it has been suggested that the developmental characteristics of children should structure the distribution of learning outcomes in the field of language development, and those language activities should be enriched and carried out interestingly.