Evaluation of Naime Halit Yaşaroğlu's works in the genre of stories and fairy tales in terms of children's literature

It is important for children to come together with qualified works from an early age and to recognize literary and aesthetic values. At this point, children's literature performs an important function. Various studies have been carried out in this field from the past to the present. These studies and the works produced both shed light on the situation of children's literature in the period and set an example for the future. In this study, the copyrighted works of Naime Halit Yaşaroğlu, who lived between 1889 and 1966, in the genre of stories and fairy tales, were examined in terms of children's literature. The aim of the study is to introduce Naime Halit Yaşaroğlu, who has done important works for children for many years, and to evaluate her works in terms of children's literature. A total of 33 stories and fairy tales contained in 9 books were examined in terms of basic features that should be found in children's literature products, Turkish education and values education. The works named Ninemin Masalları, Dedemin Masalları, Gazeteci Küçük Ahmet, Kedi Çetesi, Karga Bey, Minik Avcı, Mantar Perileri, Rüya Perileri and Afacan Bobicik constitute the sample of the study. In this study, qualitative research method was used. The study, which uses the document analysis and scanning model, consists of three parts. In the first part, a literature review was conducted and the theoretical framework of the thesis was revealed; in the second part, information was given about the life and works of Naime Halit Yaşaroğlu; in the third part, the findings and comments obtained from the study were included. The works examined in this section are examined in terms of cover/volume, size, paper, page layout, character and size of letters, formal features such as painting; content features such as subject, message / main thought, character, time and space, language and expression. Under the heading of language and expression, the definitions of idioms, proverbs, dilemmas, reinforcement, reflection vocabulary, spelling and punctuation errors and utterance differences of the studied works are included. Finally, the contribution of the works examined in this section to Turkish education and values education is presented. As a result of the examinations, it has been determined that the works contain elements that are rich and diverse in terms of form and content, and that they are of a nature that appeals to the world of children. In particular, it was suggested that works with high linguistic richness should be used as sources for Turkish lessons and textbooks.