Abstract
In this research, it is aimed to compare the preschool education curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India. In this study, pre-school education curricula in TRNC, England, Finland, Southern Cyprus and India were examined and the age groups covered by the curricula, their general objectives, areas of achievements, content and evaluation sections were compared. In the selection of the curricula of the countries included in the study, easily accessible and convenient sampling was used and the curricula of the countries whose full texts can be accessed on the internet were included. The data were collected using the document analysis method and the scanning model was used to determine the existing situation. The data in the study were obtained by using descriptive analysis and content analysis methods. When the findings of the research are examined, it is stated that the TRNC preschool education program has limited the age range, has aims and achievements to support all developmental areas, deals with early literacy, mathematics and environmental awareness in detail, is quite comprehensive in terms of content, it is also included in the evaluation of the teacher. All these points are considered as strengths of the TRNC preschool education program. It has also been observed that there are features that need to be improved. The TRNC program does not include self-evaluation of the child, does not emphasize the communication and interaction of society-school-programme-child. Suggestions are provided at the end of the study in accordance with the research findings.
Highlights
Childhood is a very critical period in terms of the child's maturation, growth and developmental progress (Erbay & Durmuşoğlu Saltalı, 2020; Saygın, 2019; Slicker & Hustedt, 2019)
Pre-primary education curricula in England, Finland, Southern Cyprus and India are the curricula of which full texts are accessible
When the research findings were examined, it was revealed that pre-school education curricula were prepared to cover different age ranges
Summary
Childhood is a very critical period in terms of the child's maturation, growth and developmental progress (Erbay & Durmuşoğlu Saltalı, 2020; Saygın, 2019; Slicker & Hustedt, 2019). It is extremely important that the education of children, who are in such a critical and rapid development process, is supported by carefully prepared educational curricula withoutsparing any room for accidental occurrences. Educational curriculum can be defined as a comprehensive and multidimensional concept that includes all the experiences of the child inside and outside school (Zembat, Tunçeli, & Akşin-Yavuz, 2019). The pre-school educational curriculum is an organized educational framework or structure that has general and specific goals and achievements, that includes activities through which the teacher tries to introduce these purposes to children during the day, and where learning takes place (Köksal, Balaban Dağal, & Duman, 2016). While curriculum aims to support the development of the child holistically, it is based on active teaching and learning approaches in line with a child-centered, flexible, eclectic, immersive, holistic, child-centered general understanding (MEB, 2016)
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