ALMANYA’DA OKUL ÖNCESİ SİSTEMİ İÇERİSİNDE YÜRÜTÜLEN TÜRK/ALMAN İKİ DİLLİ EĞİTİM PROJELERİ ÜZERİNE BİR İNCELEME

Abstract

Germany is a country that has the capacity of those institutions, which can educate 90.7% of the children between three and six years old. The regulations of early childhood education were made by German Education Council in 1971.They can be listed as follows; the provision of the general and compensatory supports, the condition of the individual and social learning facilities for children prior to primary school, the inclusion of the kindergarten in the general education system and the use of current research results in the preparation of the early childhood education programs. The real goal of the early childhood education institutions in Germany is that they help children to become responsible citizens in the society. According to the statistics were obtained at the end of 1998, there were 7 320 000 emigrants in Germany. This number corresponds to 9% of the German population, which is 85 million in average. When the emigrants’ origin countries are investigated, Turks are the first in order 28.8%; then Yugoslavians, Italians, Greeks, and Austrians are 9.8%, 8.4%, 5.0%, and 2.5% respectively. The project of selecting Turkish as a first elective language course after sixth class had been started and dismissed prior to the Bilingual Education Project. Until recently, the Turkish/German bilingual schools numbered 36. However, according to the current statistics, it has fallen down to 9. Considering the percentage of the Turkish population in Germany, this number is relatively provocative. Families prefers the bilingual education project; the most important reasons for this are; being one of the parents of a child either German or Turkish and being ambitious of German families about their children’s well communication with Turkish game friends as a result of the increase in numbers of the Turkish minority. In this paper, current situation of bilingual early childhood education institutions in Berlin will be described and some of those institutions will be analyzed in details. In short, learning German and Turkish concurrently is extremely important for the Turkish children. Since they live in this society, they should learn German, express their own ideas and understand what has been going around them simultaneously. They also should learn Turkish so as to maintain their parent’s mother tongue, understand and transfer of the experiences, feelings, relations and values of the society and the origin, which they come from and are belong to. If their mother tongue is rejected at the nursery, they will feel that their origin and families are discarded. Therefore the emotionally aggravated child either he/she refuses his/her family or he/she becomes introverted and will not want to learn anything. German children will have friends, whose mother tongues are not German, in the neighbourhood. Consequently, they will taste the success of understanding their friends’ language even slightly at both cultural relations. Thus children, as of their early childhood, notice the existence of various humans and languages in the world. Key words : Bilingual, education, pre-school education, German education system.