Examining the tales in the work named "Gümüşhane and Bayburt Tales" in terms of values education in Turkish lesson 1-8 grades curriculum

According to today's educational understanding, fairy tales are an important tool in children's education. Tales, which are among the most interesting and colorful products of children's literature, are among the texts that have attracted the attention of children from the past to the present. In addition to enriching the child's world of emotions and thoughts, fairy tales are also an effective tool in teaching and using the mother tongue. Fairy tales also play an important role in the development of the student's language treasure. With fairy tales, the protagonist of which is a child and an animal, the child's understanding and telling skills develop when he has a good time and is nourished by his imagination. The aim of this research is to examine the tales in the work named "Gümüşhane and Bayburt Tales", in terms of ten root value in Turkish Lesson 1-8 Grades Curriculum , to determine its usability in values education and to emphasize the importance of teaching values through fairy tales, which are an important element of culture. In this study, qualitative research method and document review technique were used. The values processed in the tales were determined by filing. In order to ensure reliability in the study, another researcher was asked to read the fairy tales and evaluate whether the determinations were correct. The sections with the determined values are included in the findings section with the page numbers and the names of the tales. In the study, it was found that 24 tales in Gümüşhane and Bayburt Tales did not have any relationship with the values in the Turkish Lesson Curriculum, and that "selfcontrol" and "patience" values were not mentioned in any fairy tale. Other findings obtained are as follows: 55 values were processed in the remaining 46 tales. The most frequently processed value in fairy tales is benevolence and the least processed value is patriotism. As a result of these findings, it was concluded that Gümüşhane and Bayburt Tales are insufficient in terms of transferring and gaining the values in the Turkish Lesson Curriculum.