An analysis of illustrated storybooks for 3-6 year olds within the framework of environmental ethics views

Nature and environment-themed picture storybooks are of great importance in preschool education and children's literature because they shape children's perception of nature and help them gain positive attitudes towards the environment. This thesis aims to examine nature and environment-themed picture storybooks for children aged 3-6 years within the framework of anthropocentric and ecocentric environmental ethics views by using qualitative research method. For this purpose, 21 picture storybooks that meet the sampling criteria of the study were selected among the picture storybooks in the libraries of kindergartens affiliated to three universities in Ankara and analyzed by descriptive analysis method. Within the scope of environmental ethics, how the value of nature, the connection between the beings in nature, and the relationship between human beings and nature are handled in the stories was analyzed in depth in terms of the contextual features of the stories. It was observed that ecocentric view was dominant in 10 of the 21 picture story books and anthropocentric view was dominant in 6 of them. In 5 books, there were elements of both environmental ethics views, and it was concluded that there was no dominant environmental ethics view. The results obtained from the findings revealed that nature and environment themed picture storybooks should contain an understanding that nature has an intrinsic value, present humans as a part of nature, and emphasize that there is a strong bond between all beings in nature. In addition, it was emphasized that in order for nature and environment-themed stories to be considered ecocentric, it is not enough to include only elements of nature; the story should also reflect this view in terms of other contextual features. It was concluded that some of the books analyzed within the scope of the research constitute examples in accordance with the ecocentric view. It was stated that books with the content that humans are superior to nature and use nature only for their own needs and benefits should not be presented to children. It was also stated that it is important to present the didactic elements in the stories in a way that does not get in the way of the story. As a result of the research, recommendations were presented for researchers, teachers, educational institutions, families and authors.