Abstract
This research was performed with the purpose of comparative investigation of perceptions which are related to child rights of the prospective primary school teachers’ and pre-school teachers’. The research was designed properly to qualitative research approach. This research was performed with 80 the prospective primary school teachers and pre-school teachers. In determining of the research group, criterion sampling technique was used. In the process of obtaining research data, survey form and semi-structured interview form which is designed for focus group discussions were used. The research data were analyzed with content analysis method. As a result of the research, it was determined that the prospective primary school teachers and pre-school teachers have similar perceptions related to child rights. However, it was determined that the perceptions which are related to child rights of the prospective primary school teachers are more comprehensive than perceptions of the prospective pre-school teachers related to child rights. Morever, it was determined that the both prospective teacher groups have not adequate awareness and consciousness about child rights.
Highlights
When we stop and look back, which life period appears in our mind first? When we want to go on a trip to our past lives, which one of can feel an exciting adventure that can be considered happy in general? Where we are standing in which development period do we realize that our experiences had the bigger importance? Most probably, various answers can be given to these questions
When the results about the theme of child rights within the context of personal development and self-sufficiency were examined, it was found that prospective primary school teachers stated that children had the right to express their thoughts comfortably, to think freely, to participate in the activity they wanted, to make independent decisions about subjects related to themselves and to do activities that will support their development
Prospective pre-school teachers mainly stated that children had the rights to participate in the social activity they wanted, to make independent decisions about subjects related to them and to express their thoughts comfortably
Summary
When we stop and look back, which life period appears in our mind first? When we want to go on a trip to our past lives, which one of can feel an exciting adventure that can be considered happy in general? Where we are standing in which development period do we realize that our experiences had the bigger importance? Most probably, various answers can be given to these questions. Among the answers there will probably be narratives starting with “When we were kids...” At this point, the phenomenon of child is an active, creative and social element (Tezcan, 2012); in the first item of Convention on the Rights of Child, which has been formed for the benefits of children, child has been described as every human being until the age of 18. It has been stated that the association between these two different ideational approaches is closely related with the phenomenon of rights From this point of view, at the end of the road that we will set out in the light of the aforementioned problems, it is thought that our childhood will meet us
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