ANTİ AYRIMCI PROGRAMLARIN OKUL ÖNCESİ SINIFLARDA UYGULANMASININ AVANTAJ VE SINIRLILIKLARI

Uygar Bayrakdar, Berrin Akman
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Abstract

This study includes what Anti-Bias and Multicultural Education is, how it is defined in the literature, what preconditions of Anti-Bias-Programs are, from which components they are formed, what they are aiming for and which stakeholders they are benefiting from. Also, what the roles and responsibilities of people and experts in Anti-Discriminatory Programs are, what should be considered when applying these programs are explained in this study. In addition to these, the advantages and limitations of the implementation of "Anti-Bias-Programs" in kindergartens have been compiled and interpreted according to the opinions in the literature. As a common feature of the advantages created by the implementation of "Anti-Bias-Programs" in kindergartens, it is seen that the representation of cultural and individual differences in education environments is increasing and accordingly both the social and academic outputs in the education and training process are positively affected. We can say that the disadvantages created by the implementation of "Anti-Bias Programs" in kindergartens are more in the axis of content, material, duration and lack of consciousness according to the literature.
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本研究包括什么是反偏见和多元文化教育,它在文献中是如何定义的,反偏见计划的先决条件是什么,它们由哪些组成部分组成,它们的目标是什么,以及它们受益于哪些利益相关者。此外,本研究还解释了反歧视项目中人员和专家的角色和责任,以及在应用这些项目时应考虑的因素。除此之外,根据文献中的观点对幼儿园实施“Anti-Bias-Programs”的优势和局限性进行了整理和解读。作为幼儿园实施“反偏见计划”所创造的优势的一个共同特征,可以看到教育环境中文化和个体差异的代表性正在增加,相应地,教育和培训过程中的社会和学术产出都受到了积极的影响。我们可以说,从文献来看,幼儿园实施“反偏见计划”的弊端更多地体现在内容轴、材料轴、持续轴和意识轴上。
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