The importance of the literary works in accordance with the principle of appropriateness for the child in Turkish instruction [Türkçe öğretiminde çocuğa görelik ilkesine uygun edebiyat yapıtlarının önemi]

Abstract

This study focuses on the requirement that the books used in Turkish instruction be appropriate with children from all aspects by improving children's reading, writing, speaking, and listening skills so as to help them become the individuals who have higher order thinking skills and are sensitive. As for a book to be appropriate with children, first of all child reality, literary attributes, and artist sensitivity are required to be reflected in the content, design, and educational attributes of the books. In instructional environments for Turkish, the prioritization of literary texts appropriate for the children's developmental level and reflecting artist sensitivity may contribute to the expression of their feelings and thinking in an a true, clear, effective, and aesthetic manner through their participation in reading culture; their intuitive skills for the creative expression possibilities of Turkish; the improvement of their vocabulary; their imagination and higher order thinking. This approach may positively affect the quality of Turkish education by developing the relationship between child and book. In this respect, the textbooks and reading lists (100 Essential Readings) used in Turkish instruction are required to be questioned in terms of the appropriateness for the child principles so that they can be used as qualified instructional tool. This can be a solution to the text problem in Turkish instruction as well as developing the quality of textbooks. The use of the texts appropriate for the child with the effective reading strategies in the courses through the recognition of them by Turkish teachers may contribute to the achievement of the efficiency of Turkish instruction at a desired level. With all these in mind, the children literature books prepared through the artistic sensitivity, and have literary attributes, are required to take part in Turkish instruction as a basic stimulus. © 2016, Ankara University. All rights reserved.