Literaturnachweis - Detailanzeige
| Autor/inn/en | Erbay, Filiz; Toklu, Dervise Amca; Kuset, Sermin; Siddik, Hulin |
|---|---|
| Titel | Comparison of Pre-School Education Curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India |
| Quelle | In: Participatory Educational Research, 8 (2021) 3, S.385-401 (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Erbay, Filiz) ORCID (Toklu, Dervise Amca) ORCID (Kuset, Sermin) ORCID (Siddik, Hulin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2148-6123 |
| Schlagwörter | Comparative Education; Preschool Education; Preschool Curriculum; Educational Objectives; Age Groups; Young Children; Child Development; Student Evaluation; Teacher Evaluation; Foreign Countries; Cyprus; United Kingdom (England); Finland; India |
| 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. (As Provided). |
| Anmerkungen | Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
