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Recent Researches
in Education
Edited by

Recep Efe,
Irina Koleva
and Emin Atasoy
Recent Researches in Education

Edited by Recep Efe, Irina Koleva and Emin Atasoy

This book first published 2018

Cambridge Scholars Publishing

Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

Copyright © 2018 by Recep Efe, Irina Koleva, Emin Atasoy

and contributors

All rights for this book reserved. No part of this book may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise, without
the prior permission of the copyright owner.

ISBN (10): 1-5275-1303-3

ISBN (13): 978-1-5275-1303-7
 CONTENTS

Preface ........................................................................................................ xi

Chapter 1 ..................................................................................................... 1
An Investigation of Learning Centres for Effective Learning
Ayşe Öztürk Samur and Gözde Inal Kızıltepe

Chapter 2 ................................................................................................... 17
Examining the Value Perceptions of Preschool Children Studying
the Values Education Curriculum
Banu Akbaş and Yunus Günindi

Chapter 3 ................................................................................................... 34
A Review Study on the Foreign Language Teaching Methods
for Preschool Children
Aslin Arslanoğlu and Zülfiye Gül Ercan

Chapter 4 ................................................................................................... 56
Effects of Math Games Program on Low Income Preschoolers’
Quantitative Reasoning, Academic and Language Skills
Gözde Inal Kızıltepe and Özgün Uyanık Aktulun

Chapter 5 ................................................................................................... 71
Father-Child Relationship and Father Involvement in the Preschool Period
Zeynep Nur Aydin Kiliç and Fatma Tezel Şahin

Chapter 6 ................................................................................................... 87
Assessment of Academic and TEOG Exam Success Levels of Sports
High School Students
Fatma Çelik Kayapinar, Ilknur Özdemir and Kamil Dikici

Chapter 7 ................................................................................................. 107

Inclusive / Mainstreaming ın Preschool ın Turkey (From Whence
to Where?)
Latife Özaydın
vi Contents

Chapter 8 ................................................................................................. 127

The Effect of Activities on the Subject of Genetics, Prepared to Develop
Scientific Creativity, on Scientific Creativity and Academic Achievement
Leyla Ayverdi and Serap Öz Aydin

Chapter 9 ................................................................................................. 147

Understanding of Childhood
Müge Kunt and Neslihan Avci

Chapter 10 ............................................................................................... 160

Space and Music with Analogies
Ayşegül Şeyihoğlu and Neşe Duman

Chapter 11 ............................................................................................... 170

History of Childhood
Şermin Metin

Chapter 12 ............................................................................................... 184

The Effect of Art Educatıon on Interpersonal Problem-Solvıng Skılls
of Adolescents
Elifcan Didin and Aysel Köksal Akyol

Chapter 13 ............................................................................................... 198

Examination of Behavioural and Emotional Strengths of Five-Year
Old Children
Güneş Sali and Aysel Köksal Aksoy

Chapter 14 ............................................................................................... 212

An Examination of Postgraduate Theses in Social Studies Education
(2012-2017) according to Various Variables
Fitnat Gürgil

Chapter 15 ............................................................................................... 228

Prospective Teachers’ Attitudes towards Cheating: The Case
of Ondokuz Mayis University
Yücel Öksüz, Melek Baba Öztürk and Ayyüce Öksüz

Chapter 16 ............................................................................................... 241

Perceived Organisational Support ın Schools
Tevfik Uzun
 Recent Researches in Education vii

Chapter 17 ............................................................................................... 259

An Examination of Some Parameters that Determine the Bullying Levels
of Vocational High School Students
Rezzan Gültan Çamultaşi and Uğur Gürgân

Chapter 18 ............................................................................................... 278

The Effects of the Premarital Social Skills Development Program on
Romantic Relationship Satisfaction and Communicational Skills
Uğur Gürgân and Fahri Sezer

Chapter 19 ............................................................................................... 292

An Overview of Pre-School Digital Education Portals: The Case of Turkey
Adalet Kandir, Mehmet Akif Inci and Ümmühan Akpinar

Chapter 20 ............................................................................................... 313

The Study of Validity - Reliability of Scientific Process Skills
Assessment Scale for 48-66-Month-Old Children
Hacer Tekerci and Adalet Kandir

Chapter 21 ............................................................................................... 326

Contribution of Drama Activities based on Children's Literature to the
Speaking and Writing Skills of Students ın Teaching Turkish Language
Murtaza Aykaç and Buket Aslandağ Soylu

Chapter 22 ............................................................................................... 344

A Change ın the Education: Forest School
Remziye Ceylan and Fatma Aktaş

Chapter 23 ............................................................................................... 355

The Friedrich Froebel Approach
Gökçen Ilhan Ildiz and Emine Ahmetoğlu

Chapter 24 ............................................................................................... 367

Psychological Stability in Education
Hatice Vatansever Bayraktar and Sinan Girgin

Chapter 25 ............................................................................................... 380

Different Approaches ın Preschool Education
Mehmet Sağlam and Ramazan Inci
viii Contents

Chapter 26 ............................................................................................... 399

The Cultural Dynamics of Open and Distance Learning
Nilgün Tosun and Gülsün Kurubacak

Chapter 27 ............................................................................................... 417

Technology and Children
Seçil Yücelyiğit and Neriman Aral

Chapter 28 ............................................................................................... 425

Learning with Learning ın Early Childhood: Stem Approach
Semiha Önder

Chapter 29 ............................................................................................... 436

An Analysis of the Relationship between Transformational Leadership
and Organizational Cynicism
Ali Riza Terzi and Ayşe Pinar Dülker

Chapter 30 ............................................................................................... 450

Montessori Approach and Gardner's Theory of Multiple Intelligences
Tringa Shpendi, Emine Ahmetoğlu and Ezgi Akşın Yavuz

Chapter 31 ............................................................................................... 466

Technology and my Child: The Views of Fathers over how their
Children Use Technology
Cansu Tutkun and Fatma Tezel Şahin

Chapter 32 ............................................................................................... 481

Vocational Preferences of Preservice Teachers who got Training
for Pedagogical Formation Certificate
Gulçin Saraçoğlu, Gürcü Erdamar, Gülgün Bangir Alpan,
Özden Demirkan and Nevriye Yazçayir

Chapter 33 ............................................................................................... 495

Relationships between Violence ın Romantic Relationships
of University Students, Parental Attitudes and Self-Respect
Meltem Yildiz and Jale Eldeleklioğlu

Chapter 34 ............................................................................................... 514

The Effects of Environmental Education Applications on Primary
Education Students’ Knowledge and Attitudes towards Environment
Yeter Şimşekli
 Recent Researches in Education ix

Chapter 35 ............................................................................................... 525

Development and Education of Senses ın Children
Meral Deveci and Zülfiye Gül Ercan

Chapter 36 ............................................................................................... 538

Description and Critical Assessment of Prahbu’s “Task-Based” Approach
Erkan Yilmaz

Chapter 37 ............................................................................................... 548

Role of Play in Development and Education during Early Childhood
Elif Türel Bor and Ender Durualp

Chapter 38 ............................................................................................... 555

The Analysis of the Influence of Mother Attachment Styles of Children
on their Level of Social Skills
Esra Doğanay Koç and Gülümser Gültekin Akduman

Chapter 39 ............................................................................................... 569

Death Concept and Death Education in Preschool Period
Ayşenur Gündüz and Gülümser Gültekin-Akduman

Chapter 40 ............................................................................................... 583

Investigation of the Effect of Problem-Solving Skills and Empathy
on Life Satisfaction
Hatice Kumandaş Öztürk, Esra Çalık Var and Şükran Kılıç

Chapter 41 ............................................................................................... 593

Science Teachers' Perspective on Metal-Nonmetallic Concept:
A Qualitative Study
Sevgül Çaliş and N. Remziye Ergül

Chapter 42 ............................................................................................... 601

Computational Thinking and ıts Efficiency ın Early Childhood Years
Mehmet Nur Tuğluk and Sümeyye Öcal

Chapter 43 ............................................................................................... 609

Metaphors Related to the Elements of Education
Okan Kuzu, Sadık Yüksel Sivaci and Yasemin Kuzu
x Contents

Chapter 44 ............................................................................................... 625

Views of Teacher Candidates on the Folk Culture Course
Fitnat Gürgil

Chapter 45 ............................................................................................... 639

Special Educatıon and Rehabilitation Services Provided for Adult
Individuals with Intellectual Disabilities in Turkey
Ali Kaya

Chapter 46 ............................................................................................... 647

Children’s Participation Right in Early Childhood Education Approaches
Kevser Tozduman Yarali and Elifcan Didin

Chapter 47 ............................................................................................... 660

Development and Technology in Early Childhood
Hatice Bekir and Remzi Aydin

Chapter 48 ............................................................................................... 670

Social Support Needs of Parents of Children with Hearing Impairment
or Speech and Language Disorders
Beyhan Özge Yersel and Ender Durualp

Chapter 49 ............................................................................................... 681

Infant Programs and Best Practices from an Early Intervention Perspective
Berrin Somer Ölmez and Neslihan Avci

Contributors ............................................................................................. 696

 PREFACE

This book, “Recent Researches in Education” has 49 Chapters including

special education, values of education, effective learning, effect of games
on learning, scientific creativity and academic achievement, understanding
of childhood, art education, environment education, behavioural and
emotional strengths, prospective teachers, perceived organisational supports in
schools, bullying levels of high school students, social skills, digital
education portals, reliability of scientific process skills, speaking and
writing skills, forest school, psychological stability in education,
approaches in preschool education, open and distance learning, Stem
approach, technology and children, transformation leadership and
organizational cynicism, Montessori Approach and Gardner’s theory, role
of play in education, metaphors related to the elements of education and
other aspects of education.
Contributions in each chapter are prepared by experts in the respective
fields and mirror the advancement in the approach. This book contains
important future tasks of the particular fields and supplies extensive
bibliographies at the end of each chapter, as well as tables and figures that
illustrate the research findings. All these make this book highly useful and
a must read for students, researchers and professionals in educational
sciences.
We would like to express our gratitude to all contributors for bearing
with us as the volume has taken time to come to fruition.
We particularly wish to express our thanks to the team at Cambridge
Scholars Publishing for preparing the book for publication.

The Editors
 CHAPTER 23

THE FRIEDRICH FROEBEL APPROACH

GÖKÇEN ILHAN ILDIZ

AND EMINE AHMETOĞLU

Introduction
Froebel‘s kindergarten system developed as an international education
system and found a place throughout the whole world including American
schooling system (Asha 2015). It is possible to say that all educational and
pedagogical processes of Froebel theory have long been applied in many
countries (Harkönen 2006). Froebel‘s theory, activities and views on early
childhood have turned into essential principles of modern preschool
institutions (Provezzio 2009). They include number and word games,
songs, drawing techniques and nature research activities used in preschool
education (Tovey 2013, Kibor 2004). Importance of preschool education is
universally recognized today; however, little is known about Froebel‘s
approach, the actual starting point of kindergarten (Tovey 2013). Views
and materials that are used with no reference to Froebel are still popular.
This study aims to deals with past and present of Froebel‘s approach.

Who is Friedrich William A. Froebel?

Friedrich William A. Froebel (1782-1852) is the German pedagogue
who laid the foundation of the contemporary education based on the view
that children have unique needs and skills (Baidya et al. 2015, Tovey
2013, Kahr 2003, Holland 2013, Silber 2012, Asha 2015, Meta 2015, Boss
2014, Provenzo 2009, Manning 2005). Froebel lost his mother at the age
of eight (Manning 2005, Correia and Fisher 2014, Frost 2010). His father
soon married again, causing Froebel to live a lonesome and isolated
childhood (Tovey 2013, Wetson 2000, Heiland 1993). This unhappy
childhood drove him to mysticism and deep inner observation. Lack of
parental love and affection made him friend with nature (Frost 2010). He
described this process in his autobiography, writing ―The world of plants
 The Friedrich Froebel Approach 357

and flowers, as far as I can see, became objects of early observation and
thought for me‖ (Wetson 2000). Froebel found love and affection in his
uncle, who took him under his guardianship at the age of ten (Froebel
1886). He spent the rest of his childhood freely and emphasizes that
contrasts between the two families in his childhood have significant effects
in his educational ideals (Tovey 2013). At the age of 15, he worked with a
forester named Herr Witz, and learnt to measure and to ascertain lands.
Working with Witz and reading books in his library on botanic, forestry,
measuring, geometry and mathematics improved his knowledge on nature
and mathematics (Watson 2000). Then, to formalize his education and
satisfy his curiosity on nature, he went to Jena University in 1799, to live
with his brother who was studying there. He really enjoyed courses on
mineralogy, chemistry, physics, biology, mathematics, language,
architecture and land study at Jena University (Best 2016); however, he
had to end his education due to financial problems (Kahr 2003). He
embarked on looking for a suitable job and began studying architecture in
Frankfurt (Stephen 1994). His close contacts with Swedish family
Holzhausens helped him to go to Yverdon, Switzerland in 1806 and begin
working as a trainer at a school, applying Swedish educator Johann
Pestalozzi‘s education system (Stephen 1994). Pestalozzi is a well-known
scientist who emphasized that observation and active learning are the most
important activities (Kahr 2003). Froebel believed that he found the job of
his life and studied on Pestalozzi education system between 1808 and
1810 in Yverdor, Switzerland and then at the Universities of Göttingen
and Berlin. He spared his time on founding and managing innovative
schools and developing educational methods, and published his first
significant work on child education in 1826 with the name ―The Education
of Man‖ (Hoskins and Smedley 2016, Vaughan and Estola 2007).

Froebel Pedagogy
Founder of the first ‗nursery school‘ and ‗kindergarten‘, Fredrich
Froebel (1782-1852) is not only a prominent theorist of his day, but also a
significant thinker with permanent effects on early child education today
(Brehony 2013, Ailwood 2007, Kibor 2004). Froebel was influenced by
Pestalozzi while establishing his education system (Smedley and Hoskins
2016, Baidya et al. 2015, McCann 2013, Brehony 2013, Manning 2005),
and he also adopted ‗idealism‘ (Asha 2015, Brehony 2013). Like idealists,
he believes that every child has an innate inner power that helps him to
grow and develop (Darling 2017, Best 2016, URL 1) and mind is opened
in a previously determined way (Baidya et al. 2015). By suggesting that
358 Chapter 23

―Tree resin contains the whole nature of the tree in it; therefore,
development and formation of future life of every being is situated at the
beginning of their lives‖ (Asha 2015).
It is possible to see a series of Froebel principles in educational
philosophy, cognitive psychology and relevant fields (Strauch-Nelson
2012). Evidence from contemporary studies that demonstrate that the first
three years of life have significant effects on brain development was
previously emphasized by Froebel‘s approach (Bruce 2012). Froebel
discovered that brain development is quite rapid during the first three
years of life, and emphasized the importance of early education to
maximize children‘s learning and development (Boss 2014). Socialization,
one of the most significant goals of early childhood education today was
adopted by Froebel as an essential educational principle (Kibor 2004).
Today, preschool teachers keep emphasizing socialization and readiness
for learning (Asha 2015).
Froebel suggests that care and education of children is essential for
public (Tovey 2013), adding that health and happiness of individuals,
families and nations depend on the quality of preschool education (Watson
2000). Froebel is also the first theorist to stress out a child-oriented (Best
2016, Boss 2014, Watson 2000) and play-based (Boss 2014, Tovey 2013)
teaching model (Best 2016, Boss 2014, Watson 2000).
In contrast to traditional education, he suggests children refrain from
memorizing (Baidya et al. 2015), and develop themselves through their
own activities (Kibor 2004, Tovey 2013) to grow up as free-thinking
individuals (Brehony 2010). These views recall contemporary child
education theories and approaches (Baidya et al. 2015). Some of the issues
and concepts that Froebel dwells on to express his views on education are;
living and learnt environment, play, music and rhythm, gifts (manipulative
materials), and the role of adults in education.

Living and Learnt Environment

Froebel (1967) suggests that understanding and recognizing nature is
an important aspect of child education. According to him, every child must
have a land that he could dig, sow and grow plants under guidance of their
teachers. Froebel stresses out the importance of giving children training on
gardening and nature research (Baidya et al. 2015). He suggests that
children use all their when they feel the wind, taste cranberries, experience
the world, and find a wide variety of chances to move their bodies in
gardening activities (Tovey 2013).
 The Friedrich Froebel Approach 359

Today, garden games constitute a central element of Froebel‘s learning

philosophy (Dolan 2016, Davis 1998). Froebel is a prominent supporter of
the view that play is a valuable and essential part of early childhood
curriculum and suggests that play is a valuable and essential part of early
childhood curriculum (Brehony 2010, Manning 2005), and suggests that
play combines all learning, and guides children‘s development by activating
them (Tovey 2013). Froebel rejected education based on punishment and
memorization, and defended a play-based curriculum (Strauch-Nelson
2012). To him, motor activities that guide play process are not
meaningless activities but a biological necessity that gives happiness and
facilitates exploring and understanding function (Meta 2015).
Froebel states that actions of children during play are indeed a part of
their child characteristics (Serry 2012), and play is an essential educational
tool in order to develop children‘s feelings and thoughts and make them
gain courage, instinct and motivation (Asha 2015). As the child expresses
himself in brand new ways during play, his self-awareness changes and
develops (Serry 2012). He thinks that a child who plays on his own
peacefully is going to be a successful, calm, strong adult who supports
wellness of himself and others (Alen 1988).
Today, play-based, child-oriented and holistic approach is an essential
aspect of preschool curriculum and originates in Froebel; however,
Froebel is not adequately mentioned with this issue. The idea of systematic
education based on educative toys and play must be attributed to Froebel
(Oktay 2003).

Music and Rhythm

Froebel emphasizes that nursery songs and mother-child games are a
teaching method with significant effects on mother and child (Powell and
Goouch 2012). By observing real life experiences of mother and child,
Froebel designed a series of songs and rhymes that mothers could use for
their children at home (Tovey 2013). In his ‗Mother-Play and Nursery
Songs‘ book, he published the finger games and songs that he designed to
support physical, mental, social and ethical development of children (Asha
2015, Baidya et al. 2015, Manning 2005). The book involves illustrations
to describe the activities (Tovey 2013, Asha 2015). Songs and games were
originally designed for home but then began to be used at schools as well
(DFE 2012). Froebel‘s music and rhythm exercises constitute the basis of
today‘s school songs and finger games (Tovey 2013) and are used as an
essential tool in early childhood education.
360 Chapter 23

Gifts and Occupation

Two significant heritages of Froebel are kindergartens and the
education tool he called ‗Gifts and Occupation‘ (Tovey 2013, Strauch-
Nelson 2012, Watson 2000). While designing ‗Gifts and Occupation‘,
Froebel adhered to ‗unity, respect and play‘ principles of education,
prepared pedagogical exercises representing the synthetic combination of
contrasts, and used them as an education tool (Asha 2015, McCann 2013,
Tovey 2013, Manning 2005, Provenzo 2009, Watson 2000). Toys that he
called ‗Gifts‘ were wooden cubes, specially designed balls, blocks and
sticks, and ‗Occupation‘ included a wide range of activities including
sewing, weaving, painting, clay, sand, mud and cartoon modeling, paper
folding, cutting and sticking (McCann 2013, Saracho and Spodek 2009,
Corter and Wolanski 2008, Kahr 2003).
These materials seem simple; however, they encourage child‘s learning
in a number of different ways, enabling them to learn universal concepts
through object manipulation and support physical, mental maturation at a
higher level (Asha 2015, Boss 2014, Provenzo 2009, Watson 2000).
These activities are key to the intellectual development of children
(Provenzo 2009, Valkanova and Brehony 2006) and involve motor
activities like holding, releasing, shaking, rolling, hiding objects, which
help children to learn certain concepts (here, there, under, over, left, right,
bigger, smaller) (Provenzo 2009), and prepare themselves for adult
professional lives (Asha 2015). Froebel originally chopped vegetables in
order to prepare ‗Gifts and Occupation‘; however, he began to use wood to
make materials, as vegetables rotted quickly and could not be used again
(Park and Yang 2016).
‗Gifts and Occupation‘ have been a part of child education since
Froebel, but using them today in a structured way in early childhood
education is something new (Manning 2005). Most of the materials are
used with no knowledge of their origin in Froebel. For example, ‗Gifts‘ are
used in kindergartens as manipulative toys (Provezzio 2009), produced
and sold on the internet (Manning 2005). Milton and Bradley produced
and sold ‗Gifts‘ and initiated a market for Froebel materials in toy industry
(Brosterman 1997). ‗Blocks‘ that were added to curriculum 150 years ago
by Froedel (Tepylo, Moss and Stephenson 2015) are widely used today in
educational institutions (Provezzio 2009, Kibor 2004). Several symmetric
elements that could be discovered with Froebel‘s ‗Gifts‘ have been added
to design literature (Kahr 2003), and similar design toys are one of his
contributions to education (Provezzio 2009). What ‗Gifts‘ teach children
have universal qualities (Manning 2005).
 The Friedrich Froebel Approach 361

Adults in Education: Parents and Teachers

Froebel believed in the importance of supporting family life and
educating humanity (Froebel 1967), and wanted parents to play an active
role in life and education of children (Asha 2015). According to him,
children must be raised with respect and interest and adults must know
where and when to intervene to support their learning (Smedley and
Hoskins 2016). Relationships between teachers and parents are as
important as the one between adults and children (Corter and Wolanski
2008). Roles of teachers at Froebel‘s schools include play, observing,
supporting and extending learning process, encouraging students‘ curiosity
and questions, extending their thoughts, helping them to develop self-
discipline, supporting them to solve their own problems and doing joint
activities with parents. Froebel is one of the thinkers who laid the
foundation for the idea of cooperation of school with public and parents
(Tovey 2013). Lack of reference to Froebel in school-family cooperation
and family training practices in preschool education programs in Turkey
may be defined as significant shortcomings of literature.

The First Kindergarten

In 1837, Froebel opened the first kindergarten in Blankenburg,
Germany with the name of ‗Kindergarten‘. Therefore, he is known as the
father of kindergarten (Park and Yang 2016, Smedley and Hoskins 2016,
McCann 2013). Kindergarten means both ‗children‘s garden‘ (Baidya et
al. 2015, McCann 2013, Tovey 2013, Silver 2012), and ‗garden for
children‘. Froebel explains in his autobiography how he struggled to avoid
from giving it the name of an institution or school (Wetson 2000).
Froebel found a chance to realize his education ideals with this
kindergarten (Meta 2015). In his own words, his purpose in establishing
the kindergarten was ―to raise free people who think and take action‖
(Stephen 1994). In this context, a kindergarten that adopts Froebel‘s
approach is designed to take the child‘s physical, social and emotional
development fields and maximize his potential (Corter and Wolanski
2008). Fifty children between the ages of two and seven are registered at
the school, which works between six in the morning and seven in the
evening, offers flexible conditions for working parents, and helps poorer
children with food and clothing support (Wetson 2000). All these services
are free of charge. Froebel defines kindergarten as ―the home of future
generations‖, teachers as ―gardeners‖ and students as ―plants that are
grown by teachers‖ (Asha 2015). In Froebel‘s metaphoric system,
362 Chapter 23

kindergarten is a garden where the child blossoms and grows like a flower
(Noddings 1998).
Froebel has a significant role in early childhood education with his
founder identity and curriculum; however, some people are against this
view. Early 20th century is a time when questions were raised on the
feasibility of Froebel‘s kindergarten curriculum (Saracho and Spodek
2009). Several scientists claimed that children living in urban areas who
afford the kindergarten fee are more likely to benefit from kindergarten
services, while industrialists and businessmen (Albisett 2009), put forward
the view that kindergarten will distract children from working life and
children who attend kindergarten could not learn business life (Brosterman
1997). For example, Thorndike (1903) criticized Froebel‘s symbolic
system in his book and emphasized that materials should be more relevant
to daily life. Dewey (1916) reported that kindergarten activities are no
more than copying and they are based on object manipulation.

Froebel Approach Practices in Turkey

Famous Ottoman educator Kazım Nami Duru paid a visit to Austria-
Hungary in 1909 and observed a teacher training school based on
Froebel‘s approach. Then, considering the need for nursery school, he
opened a kindergarten in Selanico (Duru 1957). They could not find
teachers to work here and had to employ two female teachers named
Allians and Israellit who were graduates of Jewish Kindergarten School
(Akyüz 1993). Thus, Kazım Nami became the founder of first
kindergarten of Ottoman State (AltuntaĢ 2002, Duru 1957).
Then, Minister of Education ġükrü Bey founded Kindergarten Teacher
School in 1913 with the aim of training kindergarten teachers. Its
curriculum involved ‗Froebel Education and Theoretical Aspect of
Handcrafts‘ (Akyüz 2010, Kafadar 1997) and Kazım Nami also gave
courses (Temizyürek and Dinçer 2014). This was the period when French
books were translated including Kinder Garten and Upbringing of
Children in Froebel Style (Garsen 1340-1921).
Froebel‘s play-based method was also adopted in Ottoman preschool
education system (Tümer-Erdem 2008, Atuf 1932). According to The
Regulation on Duties of Secondary School Inspectors, they were
responsible for checking that kindergarten education was given in Froebel
style and children were only educated through play and toys (Tümer and
Erdem 2009). Just before the First World War, Kazım Nami was
appointed to Kocaeli Directorate of Education, and opened a kindergarten
here, which were followed by the ones opened in Ġstanbul, Ġzmir, Bursa
 The Friedrich Froebel Approach 363

and Amasya (Duru 1957). After proclamation of the Republic, these

schools were abolished, and well-trained kindergarten teachers were
appointed to primary schools (AltuntaĢ 2002). Froebel‘s approach in
preschool education in post-republic Turkey was interrupted, as Kazım
Nami moved onto different fields of education (Turkish teaching, History
teaching, administrative positions, etc.), and they embarked on politics
(AltuntaĢ 2002, Duru 1958). Conditions of the country at the birth of the
new state made it compulsory to focus on primary education, so there was
no increase in the number of preschool institutions. As the Republic
regime was motivated to create a new citizen model, most of the resources
were spent on primary schooling. Therefore, responsibility for preschool
education was left to families and local administrations (Oktay 2002).
Today, a limited number of private kindergartens give education according
to Froebel‘s approach.
According to the results of a literature scan on the presence of
Froebel‘s approach at graduate and post-graduate education programs,
there is no course consisting of Froebel and his approach on two-year
degree programs and teacher training faculties. On the other hand,
Froebel‘s life, pedagogy, and materials are studied in the courses of
Preschool Education Models, New Approaches in Preschool, Teaching
Principles and Methods in Preschool Education, and Program
Development in Early Childhood. Considering the role and importance of
Froebel in preschool education, more studies and more detailed resources
must be found on the subject in Turkey.

Conclusion
Froebel left remarkable traces in preschool education systems, child
development theories and approaches, and there are hundreds of
kindergartens around the world adopting his approach and using his
materials and exercises. However, it is interesting that very little is known
about, and very little place is given in education curriculum and books to,
him. Froebel‘s views, ideals and opinions must be given more place in
preschool curriculum and practices, preschool and child education
graduate and post-graduate programs, his books must be translated and
published in course books, which may help to compensate the lack of
resources in literature.
364 Chapter 23

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 CONTRIBUTORS

Adalet KANDIR, PhD, Prof.

Gazi University, Faculty of Education, Department of Elementary
Education, Division of Preschool Education, Ankara, 06560-Turkey

Ali Kaya, PhD, Lecturer

NevĢehir Hacı Bekta Veli University, Faculty of Education,
5300, NevĢehir-Turkey

Ali Rıza Terzi, PhD, Assoc. Prof.

Balıkesir University, Necatibey Faculty of Education
Department of Educational Sciences, 10100, Balikesir-Turkey

Aslin Arslanoğlu, Res. Assist.

Medipol University, Faculty of Education,
Special Education Teaching Department,
Istanbul, 34815- Turkey

Aysel Köksal Akyol, PhD, Prof.

Ankara University Faculty of Health Sciences,
Department of Child Development,
Ankara, 06340-Turkey

AyĢe Öztürk Samur, PhD, Prof.

Adnan Menderes University, Education Faculty,
Department of Preschool Education,
09100, Aydın-Turkey

AyĢe Pınar Dülker, Grad. Std.

Balikesir University, Institute of Social Sciences, Educational
Administration and Supervision, 10100, Balikesir-Turkey

AyĢegül ġeyihoğlu, PhD, Assoc. Prof.

Karadeniz Technical University, Fatih Education Faculty,
61300, Trabzon-Turkey
700 Contributors

AyĢenur Gündüz, Lecturer

Çankırı Karatekin University, Vocational School of Health Services,
18700, Eldivan, Çankırı-Turkey

Ayyüce Öksüz, Grad. Std.

Sinop University, Pre-School Education Department
57000, Sinop-Turkey

Banu AkbaĢ, Teach. Assist.

Fatih Sultan Mehmet Foundation University, Vocational School, Child
Development Program, Istanbul- Turkey

Berrin Somer Ölmez, Res. Assist.

Gazi University, Institute of Educational Sciences, Child Development and
Education,
Ankara, 06500-Turkey

Beyhan Özge Yersel, Grad. Std.

Ankara University Institute of Health Sciences, Department of Child
Development, Ankara, 06080-Turkey

Buket Aslandağ Soylu, PhD, Lecturer

Ömer Halisdemir University, Faculty of Education,
51240, Niğde-Turkey.

Cansu Tutkun, PhD, Lecturer

Bayburt University, Vocational College of Health Care Services,
Child Development Program,
Bayburt, 69000-Turkey

Elifcan Didin, Res. Assist.

Kırklareli University, School of Health Sciences,
Child Development Department,
39100. Kırklareli-Turkey

Elif Türel Bor, Lecturer

Istanbul Rumeli University, Vocational School, 34570, Istanbul-Turkey

Emine Ahmetoğlu, PhD, Prof.

Trakya University, Faculty of Education, Department of Preschool
Education, 22030, Edirne-Turkey
 Recent Researches in Education 701

Ender Durualp, PhD, Assoc. Prof.

Ankara University, Faculty of Health Sciences, Child Development
Programme, 06590, Ankara-Turkey

Erkan Yılmaz, PhD, Lecturer.

Uludag University, Faculty of Education Department of English Language
Teaching, Görükle, 16059 Bursa-Turkey

Esra Çalık Var, PhD, Assoc. Prof.

Yildirim Beyazıt University, Faculty of Health Science Faculty,
Department of Social Work
Ankara. 06760. Turkey

Esra Doğanay Koç, Teacher

MEB, Ġstanbul ĠBB Barbaros Hayrettin PaĢa Middle School,
34851, Istanbul-Turkey

Ezgi AkĢin Yavuz, PhD, Lecturer

Trakya University, Faculty of Education, Preschool Education Dept.
22030 Edirne-Turkey

Fahri Sezer, PhD., Assoc. Prof.

Balıkesir University, Necatibey Faculty of Education
Psychological Counseling and Guidance, 10100Balıkesir-Turkey

Fatma AktaĢ, Grad. Std.

Yıldız Technical University, Facultyof Education, 34220, Istanbul-Turkey.

Fatma Çelik Kayapınar, PhD, Prof.

Mehmet Akif Ersoy University, School of Physical Education and Sports,
15100, Burdur-Turkey

Fatma Tezel ġahin, PhD, Prof.

Gazi University, Faculty of Education, Department of Basic Education,
Division of Preschool Education, 06500, Ankara-Turkey

Fitnat Gürgil, PhD, Res. Assist.

Gazi University, Faculty of Education, Department of Turkish and Social
Sciences Education, 06500, Ankara
702 Contributors

Gökçen Ġlhan Yıldız, Lecturer

Namık Kemal University, Vocational School of Health Sciences, Dept. of
Child Development, 59150, Tekirdağ-Turkey

Gözde Ġnal Kızıltepe, Prof. Dr.

Adnan Menderes University, Education Faculty, Department of Preschool
Education, 09100, Aydın-Turkey

Gülçin Saraçoğlu, Lecturer

Gazi University Faculty of Education, Department of Educational
Sciences, 06500, Ankara-Turkey

Gülgün Alpan, PhD, Assoc. Prof.

Gazi University Faculty of Education, Department of Educational
Sciences, 06500, Ankara-Türkiye

Gülsün Kurubacak, PhD, Prof.

Anadolu University, Distance Education Faculty,
26470, Eskisehir-Turkey

Gülümser Gültekin Akduman, PhD, Assoc. Prof.

Gazi University Faculty of Education, Early Childhood Education,
Department of Elementary Education
06500, Ankara

GüneĢ Salı, PhD, Lecturer

Bozok University, Faculty of Education, 66900, Yozgat-Turkey.

Gürcü Erdamar, PhD, Assoc. Prof.

Gazi University Faculty of Education, Dept. of Educational Sciences,
06500, Ankara

Hacer Tekerci
Teacher, Ministry of Education, Antalya, 07070, Turkey

Hatice Bekir, PhD, Assoc. Prof.

Gazi University Faculty of Gazi Education, Ankara, 06500-Turkey

Hatice KumandaĢ Öztürk, PhD, Lecturer

Artvin Coruh University, Faculty of Education,
08100, Artvin-Turkey
 Recent Researches in Education 703

Hatice Vatansever Bayraktar, PhD.

Istanbul Sabahattin Zaim University, Faculty of Education,
34303, Istanbul-Turkey

Ġlknur Özdemir
Pamukkale University, Acıpayam Vocational High School,
Acıpayam-Turkey

Jale Eldeleklioğlu, PhD, Prof.

Uludag University, Education Faculty, Psychological Counseling and
Guidance Division, 16059-Bursa-Turkey

Kamil Dikici
Çukurova University, School of Physical Education and Sport,
Adana- Turkey

Kevser Tozduman Yaralı, Res. Assist.

Kırklareli University, School of Health Sciences,
39000, Kırklareli-Turkey

Latife Özaydın, PhD, Lecturer

Hasan Kalyoncu University Faculty of Education, Special Education
Department, 27270, Gaziantep-Turkey

Leyla Ayverdi, Teacher,

Balıkesir-Turkey

Mehmet Akif Ġnci, Res. Assist.

Gazi University, Gazi Faculty of Education, Dept. of Elementary
Education, 06500, Ankara-Turkey

Mehmet Nur Tuğluk, PhD, Lecturer

Yıldız Technical University Faculty of Education, 34220, Istanbul-Turkey.

Mehmet Sağlam, PhD.

Inonu University, Faculty of Health Sciences, Child Development
Department, 44280, Malatya-Tukey

Melek Baba Öztürk, Res. Assist.

Ondokuz Mayıs University, Primary Education Department,
55139, Samsun-Turkey
704 Contributors

Meltem Yıldız, Res.Assist.

Uludag University, Education Faculty, Psychological Counseling and
Guidance Division, 16059, Bursa-Turkey

Meral Deveci, Lecturer.

Namık Kemal University, Vocational School of Health Services,
Child Development Programme, 59030, Tekirdag-Turkey

Murtaza Aykaç, PhD, Assist. Prof.

Ömer Halisdemir University, Faculty of Education, 51240, Niğde, Turkey.

Müge Kunt, Res. Assist.

Gazi University, Institute of Educational Sciences, Department of Child
Development and Education, Ankara, 06500, Turkey

N. Remziye Ergül, PhD, Assoc. Prof.

Uludağ University, Education Faculty, Mathematic and Science Education
Department, Bursa-Turkey

Neriman Aral, PhD, Prof.

Ankara University, Faculty of Health Sciences, Department of Child
Development, Ankara, 06080-Turkey

Neslihan Avcı, PhD, Prof.

Gazi University, Gazi Faculty of Education, 06500, Ankara-Turkey

NeĢe Duman, PhD, Lecturer

Çankırı Karatekin Univesity, Faculty of Letters, Geography Department,
18100, Çankırı-Turkey

Nevriye Yazçayır, PhD, Lecturer

Gazi University Faculty of Education, Department of Educational
Sciences, Ankara 06500-Turkey

Nilgün Tosun, PhD, Assoc. Prof.

Trakya University, Faculty of Education
Department of Computer Education and Instructional Technologies,
22030, Edirne-Turkey

Okan Kuzu, PhD, Lecturer

Ahi Evran University, Faculty of Education, 4100, KırĢehir-Turkey
 Recent Researches in Education 705

Özden Demirkan, PhD, Lecturer

Gazi University Faculty of Education, Department of Educational
Sciences, 06500 BeĢevler/Ankara-Turkey

Özgün Uyanık Aktulun, PhD., Lecturer

Afyon Kocatepe University, Education Faculty Department of Early
Childhood Education, 03200 Afyonkarahisar-Turkey

Ramazan Ġnci, Res. Assist.

Batman University, School of Health, Department of Nursing,
7200, Batman-Turkey

Remzi Aydın, Grad. Std.

Gazi University Institute of Educational Sciences, 06500, Ankara- Turkey

Remziye Ceylan, PhD, Assoc. Prof.

Yıldız Tekchnical University, Faculty of Education.
34220, Istanbul-Turkey.

Rezzan Gültan ÇamultaĢı, Grad. Std.

Balıkesir University, Institute of Social Sciences, 10100 Balıkesir-Turkey

Sadık Yüksel Sıvacı, PhD, Lecturer

Ahi Evran University, Faculty of Education, 40100, KırĢehir-Turkey.

Seçil Yücelyiğit, PhD, Lecturer

Çankırı Karatekin University Faculty of Health Sciences Department of
Child Development, Çankırı, 18200-Turkey

Semiha Önder, Grad.

Gazi University Faculty of Education
06500 BeĢevler, 06500, Ankara-Turkey

Serap Öz Aydın, PhD, Lecturer

Balıkesir University, Necatibey Educational Faculty, Department of Math
and Science Education, Balıkesir, 10100-Turkey.

Sevgül ÇalıĢ, PhD

Uludağ University, Education Faculty, Mathematics and Science
Education Department, Bursa,16059 -Turkey
706 Contributors

Sinan Girgin, PhD Candidate

Okan University, Institute of Social Sciences,
Educational Management and Supervision Program
Istanbul, 34394 -Turkey

Sümeyye Öcal; Grad. Std.

Yıldız Technical University,
34220, Istanbul-Turkey

ġermin Metin, PhD.

Hasan Kalyoncu University, Faculty of Education,
2700, Gaziantep-Turkey

ġükran Kılıç, PhD, Assoc. Prof.

Aksaray University, Faculty of Education,
Department of Early Childhhod and Education
Aksaray. 68100. Turkey

Tevfik Uzun, PhD, Lecturer

Giresun University, Faculty of Education,
Department of Educational Sciences,
28000, Giresun-Turkey

Tringa Shpendi, PhD Candidate

Trakya University, Faculty of Education. Special Education Program,
22030, Edirne-Turkey

Uğur Gürgân, PhD, Assoc. Prof.

Balıkesir University, N.E.F., Department of Psychological Counselling
and Guidance,
10100, Balikesir-Turkey

Ümmühan Akpınar, Res. Assist.

Gazi University, Faculty of Education, Dept. of Elementary Education,
BeĢevler, 06500, Ankara-Turkey

Yasemin Kuzu, Res. Assist.

Ahi Evran University, Faculty of Education, 4100, KırĢehir-Turkey

Yeter ġimĢekli, PhD, Lecturer

Uludağ University, Education Faculty, Bursa, 16059-Turkey
 Recent Researches in Education 707

Yunus Günindi; PhD, Assoc. Prof.

Aksaray University, Faculty of Education,
Preschool Teacher Education Department,
68100, Aksaray- Turkey

Yücel Öksüz, PhD, Assoc. Prof.

Ondokuz Mayıs University, Educational Sciences Department
55139, Samsun-Turkey

Zeynep Nur Aydın Kılıç, Res. Assist.

Gazi University, Gazi Education Faculty,
Department of Preschool Education
Ankara, 06500, Turkey

Zülfiye Gül Ercan, PhD, Assoc. Prof.

Trakya University, Faculty of Education
Preschool Education Department,
Edirne, 22100- Turkey

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