Examination of Ekrem Bektaş's children's novels in terms of values education

The value corruption, which is seen intensely in today's societies, has led all concerned, especially families and schools, to find alternative solutions for transferring value to future generations. Especially in schools, which are considered as the cornerstone of educational institutions, many activities are carried out with the aim of adding value to students. One of the most striking of these activities is the transfer of value through the genres of children's literature, such as fairy tales, poems, biographies, memoirs, theatre, stories and novels, which we have encountered frequently in recent years. Among these genres, children's novels are one of the most basic sources that come to the fore in the field of values education. The main purpose of this research is to determine the case of Ekrem Bektaş, one of today's children's literature writers, to include values in children's novels. For this purpose, the problem of the research is "Do the values in Ekrem Bektaş's children's novels coincide with the 10 root values determined in the curriculum of the Ministry of National Education?" poses a question. In the research, Ekrem Bektaş's children's novels consisting of 11 books were analyzed by content analysis technique, using the document analysis method, which is one of the qualitative research methods. Within the scope of the research, the values in Ekrem Bektaş's children's novels were examined and classified within the scope of the root values determined as "justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, benevolence" determined in the curriculum of the Ministry of National Education. In line with the data obtained, it has been determined that Ekrem Bektaş's children's novels coincide with the root values specified in the curriculum of the Ministry of National Education. As a result of the research, Ekrem Bektaş's children's novels; It can be said that children have many messages that will enable them to meet with values and internalize these values, and accordingly, they should be considered as resources that can be used in the value education process.