The Problem of "Violence" in Children's Books: Examination of Preschool-Primary and Secondary School Period Books

Ayşe Özgül İnce Samur

Article Details

The Problem of "Violence" in Children's Books: Examination of Preschool-Primary and Secondary School Period Books

Authors:

Ayşe Özgül İnce Samur

Publisher:

Yakup YILMAZ

Main Topics:

Çocuk Edebiyatı

Journal:

RumeliDE Dil ve Edebiyat Araştırmaları Dergisi Issue 40, pp.350-370

Document Type:

Article

Publication Date:

6/2024

Document Language:

Turkish

Document ID (Org No.):

2001320254

pISSN:

2148-7782

Keywords:

Abstract:

 In this study, two hundred and fifty books from the preschool-primary school and secondary school period, randomly selected from the network environment, were examined in the context of the violence concept in childrens literature. The most basic variable of childrens literature is quality childrens books. It is known that positive progress is witnessed in terms of school success and individual development of the child who is exposed to quality books. It is known that the child identifies himself with the hero in the book which he reads and makes inferences in his own life based on the events and words that are experienced. On the other hand, the concept of violence is present in childrens books in our age, as in every field. The negative feedbacks of this situation on the social scale are witnessed in every field. For this reason, the concept of violence, which should not be included in childrens books, was examined as a research topic in this study. Qualitative research method was used in the study and two hundred and fifty books were examined on the basis of the concept of violence. The element of violence, which negatively affects the quality of childrens books, was analyzed through the descriptive analysis technique under the titles of linguistic and visual text. The elements of violence identified in the book were interpreted with the support of linguistic and visual data while analyzing the data. It was determined that 37 out of 100 books examined in the preschool period; 49 out of 100 books examined in primary school; and 13 out of 50 books examined during the secondary school period contained violence. As a result, it was revealed that the element of violence was included the most in the primary school books among the books examined. In this context, various recommendations are given in accordance with the study results.

 In this study, two hundred and fifty books from the preschool-primary school and secondary school period, randomly selected from the network environment, were examined in the context of the violence concept in childrens literature. The most basic variable of childrens literature is quality childrens books. It is known that positive progress is witnessed in terms of school success and individual development of the child who is exposed to quality books. It is known that the child identifies himself with the hero in the book which he reads and makes inferences in his own life based on the events and words that are experienced. On the other hand, the concept of violence is present in childrens books in our age, as in every field. The negative feedbacks of this situation on the social scale are witnessed in every field. For this reason, the concept of violence, which should not be included in childrens books, was examined as a research topic in this study. Qualitative research method was used in the study and two hundred and fifty books were examined on the basis of the concept of violence. The element of violence, which negatively affects the quality of childrens books, was analyzed through the descriptive analysis technique under the titles of linguistic and visual text. The elements of violence identified in the book were interpreted with the support of linguistic and visual data while analyzing the data. It was determined that 37 out of 100 books examined in the preschool period; 49 out of 100 books examined in primary school; and 13 out of 50 books examined during the secondary school period contained violence. As a result, it was revealed that the element of violence was included the most in the primary school books among the books examined. In this context, various recommendations are given in accordance with the study results.

 In this study, two hundred and fifty books from the preschool-primary school and secondary school period, randomly selected from the network environment, were examined in the context of the violence concept in childrens literature. The most basic variable of childrens literature is quality childrens books. It is known that positive progress is witnessed in terms of school success and individual development of the child who is exposed to quality books. It is known that the child identifies himself with the hero in the book which he reads and makes inferences in his own life based on the events and words that are experienced. On the other hand, the concept of violence is present in childrens books in our age, as in every field. The negative feedbacks of this situation on the social scale are witnessed in every field. For this reason, the concept of violence, which should not be included in childrens books, was examined as a research topic in this study. Qualitative research method was used in the study and two hundred and fifty books were examined on the basis of the concept of violence. The element of violence, which negatively affects the quality of childrens books, was analyzed through the descriptive analysis technique under the titles of linguistic and visual text. The elements of violence identified in the book were interpreted with the support of linguistic and visual data while analyzing the data. It was determined that 37 out of 100 books examined in the preschool period; 49 out of 100 books examined in primary school; and 13 out of 50 books examined during the secondary school period contained violence. As a result, it was revealed that the element of violence was included the most in the primary school books among the books examined. In this context, various recommendations are given in accordance with the study results.

 Bu çalışmada, ağ ortamından random rastgele seçilen okulöncesi-ilkokul ve ortaokul dönemine ait iki yüz elli kitap, çocuk edebiyatında şiddet kavramı bağlamında incelenmiştir. Çocuk edebiyatının en temel değişkeni, nitelikli çocuk kitaplarıdır. Nitelikli kitaplarla buluşan çocuğun okul türü başarısında ve bireysel gelişiminde olumlu ilerlemeler görülmektedir. Çocuğun okuduğu kitaptaki kahramanla özdeşim kurduğu, yaşanılan olaylar ve sözlerle kendi yaşamında çıkarımlar yaptığı bilinmektedir. Öte yandan çağımızda şiddet kavramı her alanda olduğu gibi çocuk kitaplarında da yer almaktadır. Bu durumun toplumsal paydada olumsuz dönütlerine her alanda tanık olunmaktadır. Bu nedenle bu çalışmada çocuk kitaplarında yer verilmemesi gereken şiddet kavramı inceleme konusu olarak ele alınmıştır. Çalışmada nitel araştırma yöntemi kullanılmış ve iki yüz elli kitap, şiddet kavramı temelinde incelenmiştir. Çocuk kitaplarının niteliğini olumsuz anlamda etkileyen şiddet öğesi, dilsel ve görsel metin başlıkları altında betimsel analiz tekniği ile çözümlenmiştir. Verilerin çözümlenmesinde kitapta tespit edilen şiddet öğeleri dilsel ve görsel verilerle desteklenerek yorumlanmıştır. Okulöncesi dönemde incelenen 100 kitapta 37; ilkokul döneminde incelenen 100 kitapta 49; ortaokul döneminde incelenen 50 kitaptan 13 kitabın şiddet içerdiği belirlenmiştir. Sonuç olarak incelenen kitaplar arasında ilkokul dönemindeki kitaplarda şiddet öğesine en fazla yer verildiği ortaya çıkmıştır. Bu bağlamda çalışma sonuçları doğrultusunda çeşitli önerilere yer verilmiştir.

Article Details

The Problem of "Violence" in Children's Books: Examination of Preschool-Primary and Secondary School Period Books

Authors:

Ayşe Özgül İnce Samur

Publisher:

Yakup YILMAZ

Main Topics:

Çocuk Edebiyatı

Journal:

RumeliDE Dil ve Edebiyat Araştırmaları Dergisi Issue 40, pp.350-370

Document Type:

Article

Publication Date:

6/2024

Document Language:

Turkish

Document ID (Org No.):

2001320254

pISSN:

2148-7782

Violence

children

children

preschool-primary-secondary school period.Şiddet

çocuk edebiyatı

çocuk kitapları

okulöncesi-ilkokul-ortaokul dönemi

Issues

Article Details

Authors: Ayşe Özgül İnce Samur

Publisher: Yakup YILMAZ

Main Topics: Çocuk Edebiyatı

Journal: RumeliDE Dil ve Edebiyat Araştırmaları Dergisi Issue 40, pp.350-370

Document Type: Article

Publication Date: 6/2024

Document Language: Turkish

Document ID (Org No.): 2001320254

pISSN: 2148-7782

Issues

Authors:

Ayşe Özgül İnce Samur

Publisher:

Yakup YILMAZ

Main Topics:

Çocuk Edebiyatı

Journal:

RumeliDE Dil ve Edebiyat Araştırmaları Dergisi Issue 40, pp.350-370

Document Type:

Article

Publication Date:

6/2024

Document Language:

Turkish

Document ID (Org No.):

2001320254

pISSN:

2148-7782