Early childhood education and investment in human capital formation: the case of Turkey in global perspective

Drawing on cognitive science, child psychology, education and economics literature, this paper investigates the significance of early childhood development and highlights the value of investment in early childhood education (ECE). The young child requires adequate psycho-stimulation for the optimal development of the brain, which subsequently helps her to accomplish at school and achieve in adulthood. It has been previously emphasized that for all young children who start life at an equal footing, governments should provide equal opportunities for ECE and care where families are not able to provide. In this paper, we contrast the current status of early childhood and pre-primary education in Turkey with that of Nordic countries, which have advanced far in this level of education. Despite the striking evidence on affirmative effects, early childhood and pre-primary education is not considered a priority in the education system in Turkey and has a lot of room for improvement.


Preschool teachers' attitudes toward science and science teaching
Sönmez, Sema; Erden, Feyza; Department of Educational Sciences (2007)
This study aims to explore preschool teachers' attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, attitudes of preschool teachers' toward science were investigated in terms of affecting factors such as age, educational level, years of teaching experience, undergraduate course work on science, number of children in classroom, and the age group they work with. The present research was conducted with 292 pr...
Early childhood teachers’ views about and practices with differentiated instruction in the primary years programme
Özkanoğlu, Özden; Erden, Feyza; Department of Elementary Education (2015)
The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate P...
Integrating sustainability into early childhood education through in-service training: an effort towards transformative learning
Feriver Gezer, Şebnem; Olgan, Refika; Teksöz, Gaye; Department of Early Childhood Education (2010)
The aim of this study is twofold, first is to create an in-service training example that can be conducted with childhood education teachers in framework of transformative learning towards learning for sustainability and education for sustainable development. Second aim of study is to investigate effects and contributors of created transformative learning example on participants’ perspective transformation. 24 teachers were involved as convenient sample in this research. Research methodology combined two bas...
Pre-service and in-service preschool teachers' views regarding creativity in early childhood education
Alkuş, Simge; Olgan, Refika (2014-01-01)
This research investigated the views of pre-service and in-service preschool teachers concerning the developing of children's creativity in early childhood education by determining the similarities and/or differences among their views. The data were gathered from 10 pre-service and 11 in-service teachers through focus group meetings, and then from the participants' views four basic themes were constituted consisting of their opinions on ‘creativity’, ‘creative people’, ‘importance of creativity in early chi...
Preservice teachers' beliefs about early childhood environmental education: a questionnaire development
Güner, Zişan; Olgan, Refika; Çakıroğlu, Jale (null; 2012-08-26)
The study aimed to develop a valid and reliable instrument for measuring pre-service early childhood teachers’ beliefs about integration of environmental education (EE) into early childhood education (ECE). With this purpose, we adopted Palmer’s model of EE (Palmer, 1998) relying on three interrelated approaches education about, in and for the environment. In the study, purposeful sampling method was used and data were collected from 332 voluntary pre-service early childhood teachers (including 199 juniors,...
Citation Formats
D. Ş. Saraçoğlu, “Early childhood education and investment in human capital formation: the case of Turkey in global perspective,” EARLY CHILD DEVELOPMENT AND CARE, pp. 569–582, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/45919.