Opinions of pre-school teachers and pre-service teachers on values education in the pre-school period: The case of Konya province

Bengü Türkoğlu

doi:10.14527/pegegog.2019.012

Abstract

This study, which was carried out to determine the opinions of pre-school teachers and pre-service teachers on values education in the pre-school period, is a qualitative study. The case study design was used in the study. The study group of the research consists of 60 pre-school teachers working at independent kindergartens and nursery classes affiliated to Konya Provincial Directorate of National Education and 60 pre-service teachers studying at Necmettin Erbakan University, Department of Pre-School Education. The data in the study were collected using the “Personal Information Form” and the semi-structured interview form that consists of open-ended questions. In research results, the main factor affecting values education in the pre-school period is “family” according to the common opinions of teachers and pre-service teachers. The values that pre-school children must acquire in the family are “respect”and “love”. The values that pre-school children must acquire at pre-school education institutions are “helpfulness” and “empathy”. The type of activity used for introducing values in pre-school education is “play activity”. The values education given to pre-school children supports “social-emotional development”area. The teachers and the pre-service teachers expressed the benefit that values education given in the pre-school period provides to children in their future lives as “being a good person”. The reason for giving values education at pre-school education institutions is to “prepare the children for their future roles”.

Highlights

The early childhood period, called the “golden period” in the literature, is a very important stage in cognitive, physical, lingual, social and emotional development of a child (White, 1919) especially since mental and physical skills advance at a surprising rate from birth to six years of age
The main aim of this study is to evaluate the opinions of pre-school teachers and pre-service teachers on values education in the pre-school period qualitatively
The answers given by the teachers and the pre-service teachers to each question are shown by grouping them by their similarities and differences

Summary

Introduction

The early childhood period, called the “golden period” in the literature, is a very important stage in cognitive, physical, lingual, social and emotional development of a child (White, 1919) especially since mental and physical skills advance at a surprising rate from birth to six years of age. In this respect, it is very important to support children in all areas of development in environments that are rich in stimuli. Values are standard judgements that people make about the targets and the results that are desired to be achieved They form the basis of social norms or rules and lay the foundations for social, intellectual, emotional and spiritual development of individuals. The main objective of values education is to raise individuals with a good character and contribute to making our world a safer and a more livable place by introducing universal values to our children that all humanity should possess such as love, respect, responsibility, virtue, courage, belief and justice (Altan, 2011)

Objectives

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Results