Abstract
The research purpose is examining the poems in Turkish textbooks for 1st–8th grade in terms of figurative language usage. The data source used in this qualitative study was gathered from the Turkish textbooks for the 1st–8th grade which was published in 2015–2016. The data were collected through document analysis and analysed via content analysis. It is revealed by this study that mostly simile and least metonyms and metaphors have been used for the 1st–4th-grade poems. In the poems included in the 5th–6th-grade Turkish course books, trope and simile have been utilized the most and metonym and metaphor have been used the least. In the poems included in 7th- and 8th-grade Turkish course books, trope and simile have been used the most and metonym and metaphor have been utilized the least.
 
 Keywords: Figurative language, children’s poems, Turkish education, trope.
Highlights
Poems have an important function for bringing children into consciousness and sensitivity in using Turkish
Figurative expression can be defined as an expression style structured with figurative language elements
Figurative language elements can be categorized as tropes, similes, metonyms, metaphors, personification and anthromorphisms, proverbs and idioms
Summary
Poems have an important function for bringing children into consciousness and sensitivity in using Turkish. According to Sirin (1998), language and expression determine the degree of suitability to the child In this regard, Diliduzgun (2004: 41) states the following: ‘The key feature distinguishing between the children books and adult books is the necessity to take the child’s special conditions into consideration in addition to being literary’. One of the child’s special conditions is her/his language development level Within this context, there is hardly any difference between the poems written for children and adults. Design and similes, which are the building stones of poetic language, have been taken into consideration, the poems including in figurative expression can be thought to be a stimulus implicating children’s affective and cognitive dimensional experiences (Sever, 2004; 2013a). Figurative language elements can be categorized as tropes, similes, metonyms, metaphors, personification and anthromorphisms, proverbs and idioms
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