Examining the development and education processes of children from agricultural worker families: Cültüragram example

In this study, it was aimed to examine the development and education processes of children from Seasonal Agricultural Worker families and to create a cultüragram of Seasonal Agricultural Worker families. For this purpose, the current research has been carried out with the ethnographic method. The participants of the study are the pre-school education class from seasonal agricultural worker families in the Arkum Primary School affiliated to the Ministry of National. Education in the Silifke district of Mersin province in the 2020-2021 academic year, and the families and teachers of four children attending the first grade. Observation, interview, researcher diary and documents were used as data collection tools in the study. Each of the children was observed between 21 January 2020 and 31.12.2020 in terms of their relationships with their caregivers, teachers and peers in school and home contexts. Semi-structured interviews were also conducted with the children, their parents and teachers. Interview questions and observation plans were prepared on the basis of the Ecocultural Family Interview form. During the research process, the researcher diary was kept by the researcher at the end of each day. The researcher diary enabled the children to practice their development and education processes in the context of home and school and to record the interactions experienced during these practices. Descriptive analysis and content analysis methods were used in the analysis of the data obtained from all data collection tools in the study. Considering the findings of the research, it is stated that MTİ families have different family structures in their region of residence and seasonal migration, they use Kurdish and Turkish languages together at home and in the community, legally T.C. They lived in houses made of reinforced concrete structures in the context of the research, they had problems in exercising their rights related to health, they could not provide continuity in education even though they were provided with access to education, teachers working with MTI children had to work with children of different cultures It is seen that they do not receive education, policies are not implemented even though existing policies are found, and they receive support from their social circles in cases of trauma and crisis. The research findings were discussed over the culturalgram components. The cultüragram is used to better understand and describe the unique circumstances of the family and the past and present cultural contexts of a family, focusing on families and children from different cultural communities and minority groups. When evaluated in terms of cultüragram in general, the reasons for migration of families are economically based, the legal status does not change, the family structure differs due to immigration, there are two languages spoken at home and in the society, the educational processes of children are interrupted, families cannot benefit from their health rights sufficiently about their health beliefs, trauma and in crisis situations, social support resources were insufficient, and families and children were exposed to social exclusion from time to time by local people. It has been observed that children have a happy and healthy development process in the cultural community, but when they go out of their context, they experience problems in social development and education processes. The social visibility of Seasonal Agricultural Worker families in our society should be increased. In our country, pre-service and in-service teacher training programs, education and training programs need to be renewed in terms of cultural sensitivity in education policies.