Harmony between Turkish Early Childhood and Primary Mathematics Education Standards*

By Dedeoglu, Nuray Çaliskan; Alat, Zeynep | Kuram ve Uygulamada Egitim Bilimleri, Summer 2012 | Go to article overview

Harmony between Turkish Early Childhood and Primary Mathematics Education Standards*


Dedeoglu, Nuray Çaliskan, Alat, Zeynep, Kuram ve Uygulamada Egitim Bilimleri


Abstract

The aim of this study was to explore the spiral relation and the congruency between mathematics standards listed in the Early Childhood and First Grade curricula in Turkey. A descriptive content analysis was conducted on Early Child Education Curriculum (OÖEP) for 36-72 months old children and Math Curriculum for the Grades 1-5 (IMÖP), both prepared by Turkish Ministry of Education. Results revealed the inadequacy of OÖEP in its provision of showing clear linkages between early math skills and future learnings despite the statements made for the importance of schools readiness in its texts; and complete disregard for early math education and school readiness in IMÖP. The ratio of spiral design established between OÖEP and first grade standards was only 51%, pinpointing the need for a revision of almost half of the first grade standards in IMÖP. These findings show the importance of collaborative work between early childhood and elementary math educators in the processes of curriculum development.

Key Words

Early Childhood Curriculum, Elementary Mathematic Education Curriculum, Spiral Design, Readiness.

Early years (age 0-6) set the stage for the fastest development in all areas of human development. Research shows that 50% of cognitive development occurs within the first four years of age followed by a 30% increase between the ages 4-8 (Shonkoff& Phillips, 2000). Positive effects of early education on life quality of individuals have been proven to be an empirical fact (Administration for Children & Families [ACF], 2002, 2006; Barnett, 1995; Campbell & Ramey, 1994; Entwisle & Alexander, 1998; Gomby et al., 1995; Halle et al., 2009; National Association for the Education of Young Children [NAEYC], 2009, 2010; O'Brien Caughy, Dipietro, & Strobino, 1994; Phillips, Voran, Kisker, Howes, & Whitebook, 1994; Polat, 2009; Türk Sanayicileri ve Isadamlari Dernegi [TÜSIAD], 2005, 2006; Yoshikawa, 1995). Quality and intensive early childhood education provide long lasting gains in cognitive, social, and emotional development especially for children from disadvantaged groups. Research shows that provision of a comprehensive early intervention is the most effective means to end educational disparities in society. Children who received quality early intervention stay in school longer, are more likely to finish high school, less likely to repeat grades and placed in special education.

These research findings have motivated many governments to invest in early childhood education. Consequently, schooling rates for the ages 3-6 has reached %100 in some developed countries (Bulletin Officiel de l'Education Nationale [BO], 2008; Information in Education Systems and Policies in Europe [EURYDICE], 2009, 2010a, 2010b; Ministère des Affaires Etrangères [MAE], 2007; Organisation for Economic Co-operation and Development [OECD], 2001, 2004; TÜSIAD, 2005; United Nations Educational, Scientific and Cultural Organization International Bureau of Education [UNESCO], 2006). It was a long-awaited development that Turkish Ministry of Education (MEB) has finally embarked on a big scale initiative to increase access to early education and included kindergarten education within the mandatory education years (Milli Egitim Bakanligi [MEB], 2011). Currently, 61% of five year olds are placed in kindergarten classes. However, schooling rates for children under five are still disappointing. Only 4% of 3-4 year olds and 17% of 4-5 year olds are receiving preschool education (Deretarla Gül, 2012). There are also regional and class disparities in enrollments.

Language, early literacy, mathematics, social, emotional, and cognitive skills gained in early childhood programs are significant predictors of future academic achievement of individuals (Campbell & Ramey, 1994; Entwisle & Alexander, 1998; NAEYC, 2009; O'Brien Caughy et al., 1994; Starkey, Spelke, & Gelman, 1983). There is strong empirical evidence that children's mathematics skills develop much earlier and more complex than Piaget and other cognitive development theoreticians have estimated (Aubrey, 1993; Baroody, Lai, Li, & Baroody, 2009; Charlesworth & Lind, 1999; Davies & Walker, 2008; Flavell, Miller, & Miller, 1993; Ginsburgh & Seo, 1999; Griffin, 2004; Starkey, Klein, & Wakeley, 2004; Wynn, 1992). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Harmony between Turkish Early Childhood and Primary Mathematics Education Standards*
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.