THE ANALYSIS OF 2013 PRE-SCHOOL CURRICULUM BASED ON 2030 SUSTAINABLE DEVELOPMENT GOALS

Merve Özer; Füsun Kurt Gökçeli

Article Details

THE ANALYSIS OF 2013 PRE-SCHOOL CURRICULUM BASED ON 2030 SUSTAINABLE DEVELOPMENT GOALS

Authors:

Merve Özer | Füsun Kurt Gökçeli

Publisher:

Trakya University

Main Topics:

Okul Öncesi Eğitim

Journal:

Trakya Eğitim Dergisi Vol.14 Issue 2, pp.896-913

Document Type:

Article

Publication Date:

5/2024

Document Language:

Turkish

Document ID (Org No.):

2001317498

pISSN:

2630-6301

Keywords:

Abstract:

 The present study aim to analyze the 2013 Pre-School Curriculum based on the 2030 sustainable development goals and the purpose, main features, achievements, indicators, concepts, specific days and weeks in the program. The study data were collected with document analysis, a qualitative research method. The main data sources included the 2013 Pre-School Curriculum and UN 2030 Sustainable Development Goals. Study data were analyzed with content analysis. The achievements, indicators, concepts and certain days and weeks included in the United Nations 2030 Sustainable Development Goals are presented in tables, and then interpreted with a comparative approach. The study findings did not reveal a direct correlation between the motor and language development achievements and indicators in the 2013 Pre-School Curriculum and the sustainable development goals. However, it was determined that there was a high correlation between the acquisition indicators in social-emotional development and a low correlation between the acquisition indicators in cognitive development. Certain days and weeks in the goals were associated with certain topics in the curriculum, only the curricular concepts of dirty-clean, true-false, animate-inanimate were associated with sustainable development goals. Thus, it could be suggested that the impact of sustainable development goals on the preschool curriculum should be improved. For this purpose, topics on the purpose, achievements-indicators, and concepts in the sustainable development goals should be included in the curriculum.

 The present study aim to analyze the 2013 Pre-School Curriculum based on the 2030 sustainable development goals and the purpose, main features, achievements, indicators, concepts, specific days and weeks in the program. The study data were collected with document analysis, a qualitative research method. The main data sources included the 2013 Pre-School Curriculum and UN 2030 Sustainable Development Goals. Study data were analyzed with content analysis. The achievements, indicators, concepts and certain days and weeks included in the United Nations 2030 Sustainable Development Goals are presented in tables, and then interpreted with a comparative approach. The study findings did not reveal a direct correlation between the motor and language development achievements and indicators in the 2013 Pre-School Curriculum and the sustainable development goals. However, it was determined that there was a high correlation between the acquisition indicators in social-emotional development and a low correlation between the acquisition indicators in cognitive development. Certain days and weeks in the goals were associated with certain topics in the curriculum, only the curricular concepts of dirty-clean, true-false, animate-inanimate were associated with sustainable development goals. Thus, it could be suggested that the impact of sustainable development goals on the preschool curriculum should be improved. For this purpose, topics on the purpose, achievements-indicators, and concepts in the sustainable development goals should be included in the curriculum.

 The present study aim to analyze the 2013 Pre-School Curriculum based on the 2030 sustainable development goals and the purpose, main features, achievements, indicators, concepts, specific days and weeks in the program. The study data were collected with document analysis, a qualitative research method. The main data sources included the 2013 Pre-School Curriculum and UN 2030 Sustainable Development Goals. Study data were analyzed with content analysis. The achievements, indicators, concepts and certain days and weeks included in the United Nations 2030 Sustainable Development Goals are presented in tables, and then interpreted with a comparative approach. The study findings did not reveal a direct correlation between the motor and language development achievements and indicators in the 2013 Pre-School Curriculum and the sustainable development goals. However, it was determined that there was a high correlation between the acquisition indicators in social-emotional development and a low correlation between the acquisition indicators in cognitive development. Certain days and weeks in the goals were associated with certain topics in the curriculum, only the curricular concepts of dirty-clean, true-false, animate-inanimate were associated with sustainable development goals. Thus, it could be suggested that the impact of sustainable development goals on the preschool curriculum should be improved. For this purpose, topics on the purpose, achievements-indicators, and concepts in the sustainable development goals should be included in the curriculum.

 Bu araştırmanın amacı, 2013 Okul Öncesi Eğitim Programını 2030 sürdürülebilir kalkınma hedefleri bağlamında amaç, temel özellikler, kazanım ve göstergeler, kavramlar, belirli gün ve haftalar başlıkları doğrultusunda incelemektir. Bu çalışma, nitel araştırma yöntemlerinden doküman incelemesi yoluyla toplanmıştır. Araştırmanın temel veri kaynakları; 2013 Okul Öncesi Eğitim Programı ve BM Milletler 2030 Sürdürülebilir Kalkınma hedeflerinden oluşmaktadır. Veri analizinde ise içerik analizi kullanılmıştır. Bu doğrultuda Birleşmiş Milletler 2030 Sürdürülebilir kalkınma hedefleri ile ilişki özellikler taşıyan kazanım ve göstergeler, kavramlar ve belirli gün ve haftalar tablolarda belirtilmiş ve daha sonra karşılaştırmalı bir şekilde yorumlanmıştır. Bu araştırmanın sonucuna göre; 2013 Okul Öncesi Eğitim Programında yer alan motor gelişim, dil gelişim alanlarının kazanım ve göstergeleri ile sürdürülebilir kalkınma hedefleri arasında doğrudan bir ilişki kurulamamıştır. Buna rağmen en çok sosyal duygusal gelişim alanının en az ise bilişsel gelişim alanının kazanım göstergeleri arasında ilişki kurulmuştur. Belirli gün ve haftalar açısından ise programda sınırlı sayıda konu ile ilgili belirli gün ve hafta varken programda yer alan kavramlar açısından ise sadece kirli-temiz, doğru-yanlış, canlı-cansız kavramları sürdürülebilir kalkınma hedefleri ile ilişkilendirilmiştir. Bu doğrultuda okul öncesi eğitim programında sürdürülebilir kalkınma hedeflerinin etkisinin artırılması gerektiği vurgulanabilir. Bu amaçla programa doğrudan sürdürülebilir kalkınma hedefleri ile ilişkili amaç, kazanım-gösterge, kavram gibi öğelerin eklenmesi gerektiği söylenebilir.

Article Details

THE ANALYSIS OF 2013 PRE-SCHOOL CURRICULUM BASED ON 2030 SUSTAINABLE DEVELOPMENT GOALS

Authors:

Merve Özer | Füsun Kurt Gökçeli

Publisher:

Trakya University

Main Topics:

Okul Öncesi Eğitim

Journal:

Trakya Eğitim Dergisi Vol.14 Issue 2, pp.896-913

Document Type:

Article

Publication Date:

5/2024

Document Language:

Turkish

Document ID (Org No.):

2001317498

pISSN:

2630-6301

Preschool curciculum

sustainability

sustainable development goalsOkul öncesi eğitim programı

sürdürülebilirlik

sürdürülebilir kalkınma hedefleri

Issues

Article Details

THE ANALYSIS OF 2013 PRE-SCHOOL CURRICULUM BASED ON 2030 SUSTAINABLE DEVELOPMENT GOALS

Authors: Merve Özer | Füsun Kurt Gökçeli

Publisher: Trakya University

Main Topics: Okul Öncesi Eğitim

Journal: Trakya Eğitim Dergisi Vol.14 Issue 2, pp.896-913

Document Type: Article

Publication Date: 5/2024

Document Language: Turkish

Document ID (Org No.): 2001317498

pISSN: 2630-6301

Preschool curciculum

sustainability

sustainable development goalsOkul öncesi eğitim programı

sürdürülebilirlik

sürdürülebilir kalkınma hedefleri

Issues

Authors:

Merve Özer | Füsun Kurt Gökçeli

Publisher:

Trakya University

Main Topics:

Okul Öncesi Eğitim

Journal:

Trakya Eğitim Dergisi Vol.14 Issue 2, pp.896-913

Document Type:

Article

Publication Date:

5/2024

Document Language:

Turkish

Document ID (Org No.):

2001317498

pISSN:

2630-6301