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51 Country Overviews

Türkiye  

Author(s)

  • Carla Peixoto, University Institute of Maia - ISMAI

Reviewer

Seçil Cüntay, Sosyal Duygusal Öğrenme Akademisi [Social Emotional Learning Academy]

Abstract

The current Turkish Early Childhood Education Curriculum underlines the importance of the social and emotional development of young children. Although Rakap and colleagues (2018) highlight that this emphasis does not guarantee by itself the teachers’ intentional use of practices to support children’s social and emotional competence. At least two well-known universal social and emotional learning programmes – Preschool Promoting Alternative THinking Program (Preschool PATHS; Domitrovich et al., 1999), and Second Step from Committee for Children – were adapted and are being implemented in Turkish preschool settings. Given the limited number of information available in English, it is important in the future to deepen the knowledge regarding SEL assessment and intervention practices developed at preschool settings in Turkey.

References

  • Arda, T.B., & Ocak, S. (2012). Social Competence and Promoting Alternative Thinking Strategies—PATHS Preschool Curriculum. Educational Sciences: Theory and Practice, 12, 2691–2698.
  • Ata-Aktürk, A., Demircan, H. Ö., Şenyurt, E., & Çetin, M. (2017). Turkish early childhood education curriculum from the perspective of stem education: A document analysis. Journal of Turkish Science Education (TUSED), 14(4), 16-34.
  • Dereli, E. (2008). The effect of the programme of child social skills training on the skill of 6-year-old children’s social problem solving. Unpublished doctoral dissertation, Selçuk University, Konya, Turkey.
  • Durualp, E., & Aral, N. (2010). A study on the effects of play-based social skills training on social skills of six-year-old children. Hacettepe University Journal of Education, 39, 160–172.
  • Eurydice (2021). Turkey overview. Retrived from https://eacea.ec.europa.eu/national-policies/eurydice/content/turkey_en
  • Gülçi̇çek, T., Tonga, F. E., & Erden, F. T. (2019). Examining Turkish Early Childhood Education Curriculum in Terms of Mainstream Curriculum Models. Ondokuz Mayis University Journal of Education Faculty, 38(2), 77-106.
  • Ministry of National Education (MoNE), (2013). Early childhood education curriculum. Retrieved.from.http://ttkb.meb.gov.tr/program2.aspx/program2.aspx?isle m=1&kno=202
  • Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2018). Preschool Teachers’ Use of Strategies to Support Social-Emotional Competence in Young Children. International Journal of Early Childhood Special Education, 10(1), 11-25. DOI: 10.20489/intjecse.454103
  • Seyhan, G., Ocak Karabay, S., Arda Tuncdemir, T.B., Greenberg, M.T., & Domitrovich, C. (2017). The effects of promoting alternative thinking strategies preschool program on teacher–children relationships and children’s social competence in Turkey. International Journal of Psychology, 54, 61–69.
  • Sezer, S. I. (2020). “Devereux” okul öncesi̇ ölçeği̇ni̇n uyarlanmasi ve Iki̇nci̇ Adim erken müdahale programinin etki̇li̇li̇ği̇ni̇n değerlendi̇ri̇lmesi̇ [Adaptation of devereux preschool scale and evaluation the effectiveness of Second Step early intervention program]. Unpublished doctoral dissertation, Hacettepe University, Ankara, Turkey.

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CO-231-Turkiye.pdf