The Impact of Peaceful Life Skills Oriented Education Program on Social Adaptation and Skills of Preschool Children

Universal Journal of Educational Research 6(7): 1519-1525, 2018 http://www.hrpub.org DOI: 10.13189/ujer.2018.060712

Hikmet Zelyurt1,*, )erda *|ktrk ønce2

1Department of Education, College of Primary Education, Preschool Teaching Department, Inonu University, Malatya, Turkey 2Teacher +a]Õm Ersu Primary 6chool, Istanbul, Turkey

Abstract The present study was conducted to peace, however even a minor peace can reduce tensions investigate the effect of the Peaceful Life 6kills Education and a series of minor peace may lead to a reduction of Program on the social adaptation and skills of pre-school tensions that feed the endless war (PÕnar and Acar, 2012). children. In the study, semi-experimental model with Undoubtedly, the mentioned "series of minor peace" pretest and posttest control groups was used. The study would only be possible with the development of sample included fifty 5-year-old students attending individuals’ universal values. Universal values such as love, Malatya Civil 6ervants .indergarten during the 2013-2014 respect, equality, justice, tolerance, empathy, cooperation, academic year. The study group and control group included solidarity, resolving conflicts with non-violent methods, 25 students each. The 6ocial Adaptation and 6kills 6cale embracing all the people of the world and the nature with and a Personal Information )orm developed by IúÕk (2007) love constitute the content of peace education. Peace were used as data collection instruments. The study group education, which is considered as a requirement for peace students were instructed with the Peaceful Life and the establishment of a culture of peace, is a 6kills-Based Education Program developed by the author, phenomenon that should definitely be instructed to one hour per week for 12 weeks. The control group students, especially today, as the physical violence has students were instructed based on the conventional penetrated schools. It is necessary for children to attend the curriculum. Data analysis was conducted with the t-test. Peace Education Program from early ages and to assist The study results demonstrated that the implemented others to learn about the skills involved in this program education program had a positive effect on social (Tapan, 2006). According to Mahatma Gandhi, if true adaptation and skills of preschool children. peace is desired, it should start with children. Ibrahim Issa emphasized the importance of teaching the concept of Keywords Preschool, 6ocial Adaptation, 6ocial 6kills, peace at early ages by stating that peace and democracy Peace, Peace Education education should be provided to babies in their mother's milk (1oe, 2008, cited by Aktas and 6afran, 2013, p. 137). It is important to start the social change in schools for the creation of a peaceful culture based on equality, justice, 1. Introduction democracy, human rights, tolerance and solidarity in the society, because schools and teachers are the most Violence and terrorism, prevalent in modern daily life, important elements that would initiate this change through destroy the sense of peace and security and this insecure peace education (Demir, 2011). Timothy Reagan stated environment even risks the development of young children. that "Peace is our future and peace education is the key Unfortunately, despite century’s long efforts, humankind instrument in reaching the future" (Dinçer, 2012, p. 36). A was not able to achieve a lasting peace. On the issue, bright and promising future would be possible by training philosopher author Umberto Eco wrote the following: children who recognize the value of peace, love, sharing "After the Great Wars, wars were not removed from the and friendship and reflect universal values. world of the 21st century despite all expectations. On the In order to achieve the goals of peace education, it is contrary, today, wars are prevalent and diversified. If peace necessary to develop an adequate curriculum for peace education is not a new concept, why such education has not culture, to author adequate textbooks, to develop and been successful in the past? How can we make a difference implement special programs, and to train qualified teachers. in peace through education in the 21st century?" Eco also In order to create a world of peace and tolerance, emphasized that it is very difficult to achieve universal multicultural programs that aim to recognize and accept the 1520 The Impact of Peaceful Life 6kills Oriented Education Program on 6ocial Adaptation and 6kills of Preschool Children

differences should be developed, implemented and 2.4. Social Adaptation and Skills Scale assessed. The 6ocial Adaptation and 6kills 6cale, which was The general objective of the present study was to developed by .andÕr and adapted to and tested for validity investigate the impact of the Peaceful Life 6kills Education and reliability for pre-school children by IúÕk (2007), was Program instruction on social adaption and skills of used in the present study. The scale includes two factors of pre-school children. social adaptation and social maladaptation. The social adaptation subtest includes 17 items that assess the skills related to communication, making friends, empathy, 2. Methodology sympathy, cooperation, solving the problems with their In this study, an empirical model was used since the peers, helping people around them, tolerance, being in study aimed to investigate the effect of the Peaceful Life peace with the environment, and obeying the rules. The 6kills Education Program on social adaptation and skills of social maladaptation test includes 8 items that assess skills, pre-school children. 6ince the study group was not such as fighting, interrupting others, complaining about the determined by random selection, the study was conducted rules and the life, harming the environment, being angry, with the semi-experimental model with pre-test and and being influenced by friends who do not obey the rules. post-test and control group. Measurements were conducted The 6ocial Adaptation and 6kill 6cale are filled by the for all groups before and after the instructions. The study relatives (mother, father or teacher) of children between 4 group was instructed with the education program specially and 11 years of age. 6ocial adaptation and maladaptation developed by the researcher, while the control group was subtests of the scale are both 3-point Likert type scales, instructed with the regular program. scored as "always" (3 points), "sometimes" (2 points), "never" (1 point). To determine the study validity, the 2.1. Participants views of five pre-school education experts were obtained. Mode, median, maximum and minimum values were The study was conducted with students attending calculated based on the expert feedback. It was determined Ministry of 1ational Education, Civil 6ervants that the values each item in the 6ocial Adaptation and 6kill .indergarten, which is an independent kindergarten, in 6urvey received from the experts varied between 1 and 5 Malatya province central district during the 2013-2014 and mod and median values varied between 4 and 5. The academic year. Thus, necessary authorizations were results of the factor analysis conducted on 6ocial obtained from the National Education Provincial Adaptation and 6kill 6cale demonstrated that the Directorate. Only 2 of the 8 classes in the school were .aiser-Meyer-Olkin (.MO) value was 0.88, Bartlett value selected and one was considered as the study and the other was 2930.99 (p = 0.000 < 0.05). Based on the Basic was considered as the control group. Component Analysis results, it was determined that the Fifty students, 25 in the study group and 25 in the control factor loads values were concentrated in two factors and group, participated in the study. All 50 students were born the factor load values of the 25 scale items were 0.509 and in 2009. All students exhibited typical development. above. These findings demonstrated the applicability of Information such as the distribution of the gender of the factor analysis and that there were correlations among the students in the study and control groups, demographic items. The reliability coefficients for the single application properties of their parents, number of children in the social adaptation subtest were Į = .93, for first quasi-test, it household, socio-economic level of the parents was was .90, for the second quasi-test, it was .88 and 6pearman similar. Brown two quasi-test correlation was .84. The reliability coefficients for the social maladaptation subscale were Į = 2.2. Data Collection Instruments 0.83, for first quasi-test, it was .72, for the second quasi-test, The following data collection instruments were used to it was .68 and 6pearman Brown two quasi-test correlation collect the required data in this study: was 0.85. These findings demonstrated that the reliability of the scale was high (Isik, 2007). 2.3. Personal Information Form 2.5. Data Collection The form included personal information of the participating students such as gender, age, order of birth, 6ocial Adoption and 6kills 6cale were applied to 50 number of children in the household, family structure, students (25 in the study group and 25 in the control group) household income, mother's age, father's age, mother's attending the Civil 6ervants .indergarten in Malatya education level, father's education level, mother's province central district during the 2013-2014 academic occupation, and father's occupation. This form was year between 6eptember 27, 2013 and October 4 2013, developed by the author and filled by the parents of the after the necessary approval was obtained. The scale was children in the study and control groups. The form was sent completed by the teacher for each child as the pretest. to the families and collected by the classroom teachers and Detailed instructions were provided for the teachers about school administration. the scales and it was observed that they had a supportive Universal Journal of Educational Research 6(7): 1519-1525, 2018 1521

approach towards the study. At the same time, Personal the disruption of the student attendance in the program. The Information Forms were also sent to the parents of the teachers were asked to refrain from discussing the students in the study and control groups and necessary applications in the classroom to maintain external validity. instructions were communicated about filling the forms. Children, who were not able to attend in the program for The completed Personal Information Forms were returned any reason during the implementation of the education by the parents and were delivered to the researcher by the program, were compensated on subsequent days. classroom teacher. The author organized the training environment for each After the pretest was applied, the Peaceful Life 6kills activity before the instruction of the study group. The Education Program was instructed to the children in the classroom layout, necessary equipment and materials were study group between October 4, 2013 and December 27, organized by the author before each activity. Furthermore, 2013 (12 weeks) by the author one day a week, during the during the application, photographs of the activities were whole learning process. Peaceful Life 6kills Education also taken. The participation of all children in the activities Program was not instructed to the children in the control was ensured and when necessary, the activities were group, however they continued their conventional training. applied in small and large groups. After the instruction of In the study group, the training material and environment daily education program, an assessment was conducted were prepared by the researcher every week before the with the children and they were given the opportunity to instruction. Preliminary information was provided for the comment on the application. The next day, the previous children about the activities that would be conducted on the applications were reevaluated and repeated before moving day of the instruction. on to the next activity. After the implementation of the Peaceful Life 6kills Education Program for 12 weeks, 6ocial Adaptation and 2.7. Data Analysis 6kills 6cale was reapplied to 50 children in the study and The independent variable in the study was the Peaceful control groups under the same conditions as the pretest by Life 6kills Education Program. Dependent study variables the teachers between December 27, 2013 and January 3, were social adaptation and skill scores. 6tudy and control 2014. group pretest and posttest scores were analyzed with 6P66 software. When normal distribution was available, 2.6. Empirical Process independent group’s t-test (6tudent t-test) parametric In the Peaceful Life 6kills Education Program, activities statistics was used and Mann Whitney U test was used for to develop the skills related to recognition of emotions, independent groups with a non-normal distribution. The development of self-esteem, communication, empathy, study results were interpreted at the significance level respect for differences, anger control, conflict resolution, of .05. The Wilcoxon 6igned Rank Test was used to cooperation, love of nature, and peace. The education compare the pretest and posttest scores of the children in program was initiated on October 4, 2013 and ended on the study group and the pretest and posttest scores of the December 27, 2013. It was instructed by the author once a children in the control group. week, during the whole learning process. Materials such as pictures, stories, emotion cards, toys, puppets, photographs projected from a projector, dolls with identifications, 3. Findings various experimental materials, etc. were used in the instruction. The program included activities such as 3.1. Findings on the Change that Occurred Between storytelling, dramatization, creative drama, games, music, Social Adaptation and Skills of the Students in arts, native language, experiments, examination, etc. The Study and Control Groups methods of narration, explanation, discussion, question and These include the findings on the changes in the social answer, observation, examination were utilized. adaptation and skills of children who participated and did Before the program, interviews were conducted with the not participate in the Peaceful Living 6kills Education classroom teacher to inform the teacher about the education Program. program and necessary instructions were given to prevent

Table 1. The Results of the t-test Conducted on the Mean 6ocial Adaptation and 6kills 6cale Pretest 6cores of Children in the 6tudy and Control Groups Pretest n X S sd t p Study 25 55,92 8,15 48 -0,961 ,342 Control 25 58,32 9,45

Table 2. The Results of the Mann-Whitney U-Test Conducted on the Mean 6ocial Adaptation and 6kills 6cale Posttest 6cores of Children in the 6tudy and Control Groups Posttest (Total) n X Median Min. Max. s.d Rank mean U p Study 25 66,48 67,00 54,00 74,00 4,36 31,96 151,000 ,002 Control 25 60,96 63,00 43,00 71,00 7,39 19,04 1522 The Impact of Peaceful Life 6kills Oriented Education Program on 6ocial Adaptation and 6kills of Preschool Children

Table 1 demonstrates that the mean score of the children adaptation and skills. in the study group was 55.92, and the mean score of the children in the control group was 58.32. Based on the 3.2. Findings on the Variations in the Scores of the independent groups t test results, it was determined that Students in the Study and Control Groups there was no significant difference between 6ocial The third sub-problem was related to the determination Adaptation and 6kill 6cale pretest mean scores (t = -0,961, of whether the social adaptation and skills of the students in p> 0,05) of children in the study and control groups. Thus, the group where the Peaceful Living 6kills Education it can be stated that the children in the study and control Program was implemented and, in the group, where the groups had similar traits before the training. Peaceful Living 6kills Education Program was not Table 2 demonstrates that the mean posttest score of the implemented significantly improved. The related problem children in the study group was 66.48 and that of the cases were tested and presented in the tables below. control group was 60.96. The Mann Whitney U Test was The results of the Wilcoxon 6igned Ranks Test on conducted to compare the posttest scores of the children in whether there was a significant difference between the the study and control groups. It was found that the social adaptation and skills of the children in the study difference between the posttest scores of the children in the group before and after the experiment are presented in study and control groups was significant favoring the study Table 3. The analysis results demonstrated that there was a group (U = 151,000, p <0.05). Accordingly, the change significant difference between the pretest and posttest observed in social adaptation and skill scores of children scores of the children participating in the study (z = 4, 375, who participated in the Peaceful Life 6kills Training p <.05). When the rank order and sum of the score Program after the program was different from the scores of differences are considered, it was observed that the the children in the control group. The scores of the children difference favored the positive rank, in other words, the in the study group were higher than the scores of the posttest score. These findings demonstrated that the children in the control group. This suggested that the organized education program had a significant effect on education program was effective in supporting social improving the social adaptation and skills of the children.

Table 3. The Results of the Wilcoxon 6igned Ranks Test Conducted on the Total and 6ub-Dimensions of the 6ocial Adaptation and 6kills 6cale Pretest and Posttest 6cores of the Children in the 6tudy Group

Pretest-Posttest n Mean rank Total rank z p Negative rank 0 ,00 .00 Social Adaptation Positive rank 24 12,50 300,00 4,296 ,000 Equal 1 Negative rank 0 ,00 ,00 Social Maladaptation Positive rank 22 11,50 11,50 4,117 ,000 Equal 3 Negative rank 0 ,00 ,00 Total Positive rank 25 13,00 325,00 4,375 ,000 Equal 0

Table 4. The Results of the Wilcoxon 6igned Ranks Test Conducted on the Total and 6ub-Dimensions of the 6ocial Adaptation and 6kills 6cale Pretest and Posttest 6cores of the Children in the Control Group

Pretest - Posttest n Mean rank Total rank z p Negative rank 3 4,00 12,00 Social Adaptation Positive rank 16 11,13 178,00 3,375 ,001 Equal 6 Negative rank 5 6,20 31,00 Social Maladaptation Positive rank 12 10,17 122,00 2,176 ,030 Equal 8 Negative rank 3 5,00 15,00 Total Positive rank 18 12,00 216,00 3,515 ,000 Equal 4 Universal Journal of Educational Research 6(7): 1519-1525, 2018 1523

It was observed that there was a statistically significant communication, empathy, anger control, cooperation, difference between 6ocial Adaptation and 6kill 6cale critical thinking, collaborative negotiation and mediation. pretest and posttest scores of the children in the control Behaviors that demonstrate the strong influence of peace group who were only instructed with the activities in the education are voluntary interaction with others, accepting Pre-school Education Program without any further similarities and respecting differences, overcoming the interventions. This difference was in favor of the posttest. prejudices. In the implemented education program, these In other words, it was observed that the social adaptation skills and behaviors were especially targeted, and the and skills of these children increased as well. However, it is program aimed the children to acquire the skills they can not possible to argue that this increase was completely use throughout their lives. The study findings demonstrated positive, as was the case with the children in the study that the children acquired the abovementioned positive group. There was no change in the negative rank in the skills and behavior as a result of the instructed program. study group, however changes in the negative rank were These findings demonstrated that the objective and the observed in the control group. Thus, it can be suggested strengths of the peace education as defined by that the control group students improved due to other Petroska-Beska can be acquired during the preschool reasons such as the implementation of the Pre-6chool period. Education Program activities, family factor, interaction The findings of the present study were also consistent with the environment, however the development was not as with a study conducted by 6a÷kal (2011). 6a÷kal (2011) clear as the students who were exposed to peace education. studied the effect of a 12 weeks long peace education program on the aggressive tendencies and empathy levels of 6th grade primary school students. 6tudy findings 4. Discussion and Conclusions demonstrated that the aggression tendency of the students decreased, and their empathy levels increased. It was also The present study aimed to develop children’s social found that the students’ awareness on the concept of peace, adaptation and skills. A pretest was conducted at the interpersonal communication and conflict resolution skills, beginning of the study and it was observed that the study their relationships with their peers, family, and teachers and control group students received similar scores and were improved and a positive atmosphere became there was no significant difference between their pretest prevalent in the classroom and school environment. These mean scores (p> .05). Posttest results demonstrated that the positive findings were consistent with the findings of the whole 6ocial Adaptation and 6kills 6cale scores increased present study. In other words, the peace education significantly in the study group when compared to the programs where peace skills are prioritized result in control group (p <.05). It was found that the level of social positive changes among the students. adaptation and skills of the children in the study group who Another study, where positive developments were participated in the program was higher when compared to observed in the study group, was conducted by Tapan the children in the control group, who did not participate in (2006), who investigated the changes in conflict resolution the program. skills of two groups’ of 8th grade students who attended and The abovementioned study findings were consistent did not attend peace education. The Peace Education with several studies in the literature. In a study that Program that included eleven activities aimed to encourage investigated the effect of the character education program students to use I language, acquire effective listening, developed for 5-6 year-old children, Gökçek (2007) found anger control, conflict resolution and mediation skills. As a that there were positive developments in the behavior of result, it was found that these skills improved in the study respect, responsibility, self-esteem, leadership, charity, group students. The results of the interviews conducted courtesy and patience. Furthermore, in the same study, with children also demonstrated that the study group could parents indicated that pre-school education helped develop explain the conflicts with examples, while the control a positive character. In the present study, where the values group approached the conflict with a negative description scrutinized in the study by Gökçek were also included, and often exhibited violent behavior during conflicts. It similar positive feedback was obtained and it was observed was emphasized that activities promoting peaceful skills, that the children achieved positive character traits. which emphasized the concept of peace, reduced conflicts According to Petroska-Beska (1997, cited by Tapan, and promoted positive behavior. 2006), the main objective of peace education focuses on 6everal studies in the literature on development of social behavior change and acquisition of skills. The life skills skills, character, values education, moral development and that assist the individual in adaptation to life can be peace education emphasized that education should be summarized as follows: self-awareness - empathy, started during early ages in order for children to acquire communication - interpersonal relationships, decision positive behavior. Retention of positive behavior and making-problem solving, creative thinking-critical universal values is more feasible with special education thinking, recognizing feelings - recognizing stress. The during early ages, and this is considered to be a promising skills that reflect the strengths of peace education are development for avoiding possible violence and conflict 1524 The Impact of Peaceful Life 6kills Oriented Education Program on 6ocial Adaptation and 6kills of Preschool Children

situations in the future. Peace education programs and [2] Aktaú, g. ve 6afran, M. (2013). Evrensel bir de÷er olarak social skills programs are frequently used for the barÕú ve barÕú e÷itiminin tarihçesi. 7UNL\H 6RV\DO $UDúWÕUPDODU'HUJLVL(2), 131-150. development of these behaviors. In a study conducted by Martin (2003), the preschool social skills program and the [3] Çelik, N. (2007). 6RV\DO EHFHUL H÷LWLPLQLQ LON|÷UHWLP primary school program were compared. 6tudy results |÷UHQFLOHULQLQ VRV\DO X\XP G]H\OHULQH HWNLVL Yüksek demonstrated that social skills education would improve Lisans Tezi, Dokuz Eylül hniversitesi E÷itim Bilimleri Enstitüsü, øzmir. social skills and peer acceptance starting from the preschool (Cited by Çelik, 2007). [4] Çetin, F., Alpa-Bilbay, A. ve Albayrak-.aymak, D. (2002). Children who exhibit behavior such as communication $UDúWÕUPDGDQX\JXODPD\DoRFXNODUGDVRV\DOEHFHULOHUJUXS with peers, making friends easily, empathy skills, H÷LWLPL(2. BaskÕ). østanbul: Epsilon YayÕncÕlÕk. expression of emotions and ideas, cooperation, tolerance, [5] Demir, 6. (2011). Türkiye’de barÕú e÷itimine bakÕú: problem solving and following the rules can be considered TanÕmlar, zorluklar, öneriler: Nitel inceleme. .XUDP YH as socially adapted. It is known that children who acquire 8\JXODPDGD(÷LWLP%LOLPOHUL(4), 1727-1745. these skills at an early age are more likely to be able to be [6] Dinçer, F. (2012). Peaceful skills: Anatolian 6ufi Verses and accepted by their peers easily, could be academically the peace education. 8OXGD÷hQLYHUVLWHVL(÷LWLP)DNOWHVL successful and more adaptive and balanced individuals in 'HUJLVL(1), 35-50. adulthood (Çetin, Alpa-Bilbay and Albayrak-.aymak, [7] Durualp, E. (2009). $QDVÕQÕIÕQD GHYDP HGHQ DOWÕ \Dú 2002). The program, which is applied to the study group in oRFXNODUÕQÕQVRV\DOX\XPYH EHFHULOHULQH R\XQ WHPHOOL the present study, included activities that aimed to increase VRV\DO EHFHUL H÷LWLPLQLQ HWNLVLQLQ LQFHOHQPHVL dDQNÕUÕ children's social adaptation skills and to reduce social |UQH÷L Doktora Tezi, Ankara Üniversitesi Fen Bilimleri maladaptation. The significant difference that favored the Enstitüsü, Ankara. study group indicated that children acquired these social [8] Dündar, 6. (2007). $OWHUQDWLI H÷LWLPLQ IHOVHIL WHPHOOHUL YH skills that they should earn at an early age. It was observed DOWHUQDWLI RNXOODUGDNL X\JXODPDODU Yüksek Lisans Tezi, that the program promoted empathy, cooperation, Marmara Üniversitesi E÷itim Bilimleri Enstitüsü, østanbul. self-esteem, etc. of preschool students, and increased their [9] Ekinci, B. (2010). 'L\DUEDNÕU¶ÕQ (÷LO LOoHVL YH N|\OHULQGH awareness about these values. LON|÷UHWLP NDGHPHVLQGH J|UHY \DSDQ |÷UHWPHQOHULQ EHQOLN Analysis of study findings demonstrated that for the VD\JÕODUÕ oDWÕúPD VWLOOHUL YH HPSDWL G]H\OHULQH ³%DUÕú social-emotional development of the children and the (÷LWLPL´SURJUDPÕQÕQHWNLVLQLQLQFHOHQPHVLYüksek Lisans development of their social skills, they should exhibit Tezi, Gazi Üniversitesi E÷itim Bilimleri Enstitüsü, Ankara. adaptation behavior, recognize emotions, develop [10] Ekmiúo÷lu, M. (2007). (UNHQ oRFXNOXN G|QHPLQGH friendships, acquire empathy skills, respect diversity, gain IDUNOÕOÕNODUDVD\JÕNDYUDPÕKDNNÕQGD|÷UHWPHQJ|UúOHULQLQ awareness on anger control and conflict resolution and LQFHOHQPHVL YH IDUNOÕOÕNODUD VD\JÕ |OoH÷LQLQ JHoHUOLN YH JYHQLUOLN oDOÕúPDVÕ Yüksek Lisans Tezi, Çanakkale become individuals who respect the nature and the Onsekiz Mart Üniversitesi 6osyal Bilimler Enstitüsü, environment. All these requirements should be addressed Çanakkale. at early ages and the function of education to teach children how to be peaceful is important to create a conflict-free [11] Gökçek, B. 6. (2007). - \Dú oRFXNODUÕ LoLQ KD]ÕUODQDQ NDUDNWHUH÷LWLPLSURJUDPÕQÕQHWNLVLQLQLQFHOHQPHVLYüksek society. The study results revealed the significance of Lisans Tezi, Marmara Üniversitesi E÷itim Bilimleri pre-school education, peer interaction, use of activities that Enstitüsü, østanbul. promote recognition of emotions, problem-solving skills, the use of programs that focus on peace skills, and the [12] Goleman, D. (2007). 6RV\DO ]HND LQVDQ LOLúNLOHULQLQ \HQL ELOLPL(3. BasÕm). (Çev: O. Ç. Deniztekin). østanbul: VarlÕk principle of learning by doing. YayÕnlarÕ. In conclusion, in the present study, the implemented program was effective on the study group students based [13] IúÕk, M. (2007). $QDVÕQÕIÕQD GHYDP HGHQ EHú-DOWÕ \Dú on the whole scale and on the scale sub-dimensions. Thus, oRFXNODUÕQDVRV\DOX\XPYHEHFHUL|OoH÷LQLQX\DUODQPDVÕYH X\JXODQPDVÕYüksek Lisans Tezi, Gazi Üniversitesi E÷itim it can be suggested that the Peaceful Life 6kills Education Bilimleri Enstitüsü, Ankara. Program provides significant contributions to the development of social adaptation and skills of pre-school [14] Johnson, R. T. and Johnson, D. W. (2002). Teaching student to be peacemakers: A meta-analysis. -RXUQDORI5HVHDUFKLQ children, also based on the previous similar studies. (GXFDWLRQ(1), 25-39. [15] Johnson, D. W. and Johnson, R. T. (2003). Controversy and peace education. -RXUQDORI5HVHDUFKLQ(GXFDWLRQ(1), 79-91. REFERENCES [16] PÕnar, M. ve Acar, E.A.(2012, 1-2 AralÕk). 2NXO|QFHVLQGH EDUÕúGLOLIII. Okul gncesi E÷itimi 6empozyumu, østanbul. [1] Akgn, 6. ve Araz, A. (2010). AnlaúmazlÕklarÕmÕzÕ çözebiliriz: Bir çatÕúma çözm e÷itim programÕ tanÕtÕmÕ. [17] Ritchie, J., Lockie, C. ve Rau, C. (2011). He Tatau Pounamu: 'R÷XúhQLYHUVLWHVL'HUJLVL(1), 1-17. Considerations for an early childhood peace curriculum Universal Journal of Educational Research 6(7): 1519-1525, 2018 1525

focusing on criticality, indigeneity and an ethic of care, in JHOLúLP oRN NOWUO ELU EDNÕú DoÕVÕ – (DUO\FKLOGKRRG Aotearoa New Zealand. -RXUQDORI3HDFH(GXFDWLRQ(3), GHYHORSPHQW D PXOWLFXOWXUDO SHUVSHFWLYH içinde (s. 34-63). 333-352. Ankara: Nobel Akademik YayÕncÕlÕk. (Orijinal basÕm yÕlÕ 2010). [18] 6a÷kal, A. 6. (2011). %DUÕúH÷LWLPLSURJUDPÕQÕQLON|÷UHWLP VÕQÕI|÷UHQFLOHULQLQVDOGÕUJDQOÕNH÷LOLPOHULHPSDWLG]H\OHUL [22] 6trayer, J. and Roberts, W. (2004). Empathy and observed YHEDUÕúDLOLúNLQJ|UúOHUL]HULQGHNLHWNLVLQLQLQFHOHQPHVL anger and aggression in five years old. 6RFLDO'HYHORSPHQW Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi E÷itim (1), 1-13. Bilimleri Enstitüsü, øzmir. [23] Tapan, Ç. (2006). %DUÕú H÷LWLPL SURJUDPÕQÕQ |÷UHQFLOHULQ [19] 6a÷kal, A. 6., Türnüklü, A. ve Totan, T. (2012). .iúilerarasÕ oDWÕúPDo|]PHEHFHULOHUL]HULQGHNLHWNLOHULQLQLQFHOHQPHVL barÕú için empati barÕú e÷itiminin empati becerilerine etkileri. YayÕmlanmamÕú Yüksek Lisans Tezi, Dokuz Eylül .XUDPYH8\JXODPDGD(÷LWLP%LOLPOHUL(2), 1447-1460. Üniversitesi E÷itim Bilimleri Enstitüsü, øzmir. [20] 6mith, J. T. (2013). Erken çocukluk dönemi geliúimi: Tarihsel yaklaúÕmlar ve araútÕrmalar. B. Akman (Çeviri Ed.). [24] Üner, E. (2011). 2NXO |QFHVL H÷LWLP SURJUDPÕQGDNL - M. Buldu (Çevirmen). (UNHQ oRFXNOXN G|QHPLQGH JHOLúLP D\OÕN oRFXNODUD IDUNOÕOÕNODUD VD\JÕ H÷LWLPL ND]DQGÕUPDQÕQ oRNNOWUOELUEDNÕúDoÕVÕ-(DUO\FKLOGKRRGGHYHORSPHQWD |÷UHWPHQJ|UúOHULGR÷UXOWXVXQGD PXOWLFXOWXUDO SHUVSHFWLYH içinde (s.14-33). Ankara: Nobel GH÷HUOHQGLULOPHVLhttp://temelegitim.toob.org.tr/files/pdf/IV Akademik YayÕncÕlÕk. (Orijinal basÕm yÕlÕ 2010). TemelBEgitimB6onucBBildirgesi.pdf (6iteden AlÕnan Tarih: 15.03.2014) Türkiye gzel Okullar Birli÷i Derne÷i E÷itimde [21] 6mith, J. T. (2013). Çocuk geliúimi kuramlarÕ. B. Akman FarklÕlÕklara 6aygÕ ve UygulamalarÕ 6onuç Bildirgesi 7-8 (Çeviri Ed.). M(Çevirmen). (UNHQ oRFXNOXN G|QHPLQGH AralÕk 2013, østanbul.