An examination of Fazıl Hüsnü Dağlarca's children's poems in terms of the principles of children

In this research, it is aimed to examine the children's poems of Fazıl Hüsnü Dağlarca in terms of the principles of child-appropriateness. Qualitative research model was used in the study. The data were obtained by document analysis method. Addressing the primary school level of Fazıl Hüsnü Dağlarca, "In Our School 1", "In Our School 2-Wings", "In Our School 3", "School of Plants", "Bear Who Loves Letters", "Naughty Words" and "With Whale" 7 children's poetry books, including "Mandarin", were examined. The obtained data were coded with the MAXQDA computer program. Data were analyzed by content analysis. This research has been limited to Fazıl Hüsnü Dağlarca's seven poetry books addressing the primary school level and examining the principles of child-appropriateness of the selected poetry books. Children's books have an important place in raising individuals who use Turkish effectively, accurately and carefully, develop their imagination and love to read. When we look at the literature, there are studies on the principles of relative to the child. However, there is no research in terms of the principles of child-relevance on Fazıl Hüsnü Dağlarca's children's poetry books at primary school level. It is thought that this study, in which Fazıl Hüsnü Dağlarca's children's poems are examined in terms of the principles of being suitable for children, will contribute to the preparation process of children's poems. It is thought that this study will contribute to the relevant literature, primary school teachers, mothers and fathers who will choose books for their children, academics, experts and writers working in the field of children's literature. In line with these importance and justifications, answers to the questions in the aim of the study were sought throughout the research. The results obtained in line with the findings of this research, which includes the examination of Fazıl Hüsnü Dağlarca's children's poems in terms of the principles of relevance to the child (formal, content and universal), can be evaluated in general as follows: It has been concluded that the seven poetry books examined are suitable for the age level they address in terms of their formal characteristics and content features. It has been concluded that in terms of some elements within the universal characteristics within the scope of the principles of relativity to the child, the seven poetry books examined contain discourses that are not appropriate for the age level to which they are addressed. In this context; Of the 355 poems, 55 of them are teaching and teaching, 25 are advice and orders, 22 are fear and anxiety, 19 are ideological discourses, 1 is gender discrimination, 24 is a rosy world, 10 is traditional values, sanctioning judgments. and rules, single and unchangeable truths in 5, exaggerated curiosity and extreme emotional elements in 8, and violence subcategory in 11, it was concluded. It is important for writers and illustrators of children's books to prepare children's books in accordance with the principles of appropriateness for the child, taking into account all the characteristics of the developmental period of the reader between the ages of 6-11. In order for the books to be presented to the children to be of higher quality, primary school teachers and mothers and fathers who will choose books for their children can be given trainings in which the principles of child-relevance are introduced.