Author/Authors :
uçuş güldali, şükran ahi evran üniversitesi - eğitim fakültesi, Kırşehir, turkey , demirbaş, irem ahi evran üniversitesi - eğitim fakültesi, Kırşehir, turkey
Abstract :
The preschool education prepares the child to live by teaching basic life skills in the primary school preparation process. How the child will react to new events and situations, how to communicate with new acquaintances and how to compose them will be presented in the preschool curriculum. These features, which are held on the frontline in the social studies curriculum, help the child to become aware of the self by offering cross-sections from the life of the child. Thus, the child has high self-esteem and will enjoy learning. In the current study, a spiral curriculum is an approach that considers the principle of succession between objectives at the re-teaching of objectives to scaffold learning for children. In the context of objectives, values and skills were also investigated regarding spirality. In this study, it was aimed to determine the spontaneous spirality and relationship between the preschool curriculum developed in 2013 covering the education of children aged 36-72 months and social studies curriculum (K-1) developed in 2017. In the study, the spiral relation between Preschool Education Program and Social Studies Curriculum (K-1) is examined the spiral relationships comparatively with document analysis method in a qualitative strand. The sample group of the current study constitutes all the components of both curricula provided from the website of Turkish National Education Board. Within the scope of the research, it was revealed out that there is a spiral relationship between two curricula mostly centering social-emotional development and cognitive development regarding unit/development areas, acquisition, course time, objectives, program features, skill and value. Within the scope of this result, it is suggested to determine to what extent and how teachers imply for practice for these objectives in both curricula to support designing future curricula within the spiral perspective.
