TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ
Yıl: 2021 Cilt: 12 Sayı: 44 Sayfa Aralığı: 423 - 446 Metin Dili: Türkçe DOI: 10.35826/ijoess.2900 İndeks Tarihi: 11-02-2022
TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ
Öz: Dünyadaki erken çocukluk eğitimi programları arasında yer alan ve Màori dilinde “dokuma halı”anlamına gelen “Te Whàriki” programı, Yeni Zelenda’nın ulusal eğitim programıdır. Programdaki“Dokuma halı” felsefesi, özgün niteliği ve benimsediği farklı kültürlerin birliği anlayışıyla, erkençocukluk eğitimine farklı bir bakış açısı getirmiştir Çocuğun öğrenme deneyimleri, içindebulunduğu toplumdan ve toplumsal yapıyı şekillendiren kültürel anlayıştan bağımsız değildir. Bugörüşü temel alan Te Whàriki Programı’nda çocuğun eğitiminde ve çok yönlü gelişiminde kültürve toplum; programın temel yapısı ve sahip olduğu anlayışı şekillendiren mihenk taşı olarak kabul edilmiştir. Te Whàriki programı hakkında, ülkemizde yapılmış birkaç çalışma olmakla birlikte çokfazla tanınmayan bir programdır. Bu nedenle yapılan çalışmada, Te Whàriki Programı’nınbenimsediği eğitim anlayışının geniş bir kapsam çerçevesinde değerlendirilmesi amaçlanmıştır.Derleme makalesi olarak hazırlanan çalışmada Te Whàriki Programı’nın tarihi, felsefesi, eğitimprogramı, öğrenme ortamı, çocuk, öğretmen ve aile rolleri, programın güçlü ve zayıf yönleri veprogram hakkındaki eleştiriler ile ilgili detaylı bilgiler çalışmanın kapsamını oluşturanöğelerdendir. Bu bağlamda Te Whàriki Programı’nın çocuğun eğitimine farklı bir bakış açısıgetirmesi yanı sıra kültürel değerler, çevre ve toplum etkileşimli bir program olarak ülkemizdeyapılan erken çocukluk eğitimi hizmetleri ile program çalışmalarına örnek oluşturarak katkı sunacağı düşünülmektedir.
Anahtar Kelime: THE HISTORY, FOUNDATIONS and STRUCTURE of NEW ZEALAND’S EARLY CHILDHOOD EDUCATION PROGRAM: TE WHÀRIKI
Öz: The “Te Whàriki” program, which is among the early childhood education programs in the worldand means “woven carpet” in Màori language, is the national education program of NewZealand. The analogy “woven carpet” has brought a different perspective to early childhoodeducation program with its unique quality and understanding of the unity of different cultures.Children's learning experiences are not independent of the society they live in and the culturalunderstanding that shapes the social structure. Although there are a few studies about the TeWhàriki program in our country, it is a program that is not very well known. Therefore, this studyaims to evaluate the educational approach adopted by the Te Whàriki Program within a widescope. In this review article, detailed information about the history, philosophy, educationprogram, learning environment, child, teacher and family roles, strengths and weaknesses of theprogram and criticisms about the program are among the elements that make up the scope ofthe study. In this context, it is thought that the Te Whàriki Program will not only bring a differentperspective to the education of the child, but also contribute to the early childhood educationservices and program studies in our country as an interactive program with cultural values,environment and society
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | Özoğul B, YILDIZ E, DURMUŞOĞLU M (2021). TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. , 423 - 446. 10.35826/ijoess.2900 |
| Chicago | Özoğul Burçin,YILDIZ ENSAR,DURMUŞOĞLU Mine Canan TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. (2021): 423 - 446. 10.35826/ijoess.2900 |
| MLA | Özoğul Burçin,YILDIZ ENSAR,DURMUŞOĞLU Mine Canan TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. , 2021, ss.423 - 446. 10.35826/ijoess.2900 |
| AMA | Özoğul B,YILDIZ E,DURMUŞOĞLU M TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. . 2021; 423 - 446. 10.35826/ijoess.2900 |
| Vancouver | Özoğul B,YILDIZ E,DURMUŞOĞLU M TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. . 2021; 423 - 446. 10.35826/ijoess.2900 |
| IEEE | Özoğul B,YILDIZ E,DURMUŞOĞLU M "TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ." , ss.423 - 446, 2021. 10.35826/ijoess.2900 |
| ISNAD | Özoğul, Burçin vd. "TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ". (2021), 423-446. https://doi.org/10.35826/ijoess.2900 |
| APA | Özoğul B, YILDIZ E, DURMUŞOĞLU M (2021). TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. Uluslararası Avrasya Sosyal Bilimler Dergisi, 12(44), 423 - 446. 10.35826/ijoess.2900 |
| Chicago | Özoğul Burçin,YILDIZ ENSAR,DURMUŞOĞLU Mine Canan TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. Uluslararası Avrasya Sosyal Bilimler Dergisi 12, no.44 (2021): 423 - 446. 10.35826/ijoess.2900 |
| MLA | Özoğul Burçin,YILDIZ ENSAR,DURMUŞOĞLU Mine Canan TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. Uluslararası Avrasya Sosyal Bilimler Dergisi, vol.12, no.44, 2021, ss.423 - 446. 10.35826/ijoess.2900 |
| AMA | Özoğul B,YILDIZ E,DURMUŞOĞLU M TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. Uluslararası Avrasya Sosyal Bilimler Dergisi. 2021; 12(44): 423 - 446. 10.35826/ijoess.2900 |
| Vancouver | Özoğul B,YILDIZ E,DURMUŞOĞLU M TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ. Uluslararası Avrasya Sosyal Bilimler Dergisi. 2021; 12(44): 423 - 446. 10.35826/ijoess.2900 |
| IEEE | Özoğul B,YILDIZ E,DURMUŞOĞLU M "TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ." Uluslararası Avrasya Sosyal Bilimler Dergisi, 12, ss.423 - 446, 2021. 10.35826/ijoess.2900 |
| ISNAD | Özoğul, Burçin vd. "TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİMPROGRAMI: TE WHÀRİKİ". Uluslararası Avrasya Sosyal Bilimler Dergisi 12/44 (2021), 423-446. https://doi.org/10.35826/ijoess.2900 |
