The inclusiveness of children's rights in preschool education: An evaluation from the perspective of programs, teachers and administrators

The sensitivity of early childhood education stakeholders to children's rights is crucial for children to develop rights awareness. This research was conducted to evaluate the scope of programs and the perceptions of teachers and administrators in early childhood education. A case study, a qualitative research design, was used in the study. A purposive sampling method was used to determine the study group. The study group consisted of 14 preschool teachers and 6 preschool education administrators, along with the Preschool Education Program texts dated 1953, 1989, 1994, 2002, 2006, 2013, and 2024, implemented by the Ministry of National Education, and the Turkey Century Maarif Model Preschool Education Program. Data were obtained through interviews and document review. Qualitative content analysis was used for data analysis. A deductive approach was adopted in the coding process. The framework presented in the document titled "Implementing Children's Rights in Early Childhood (General Comment No. 7), published by the United Nations Committee on the Rights of the Child (CRC) (CRC, 2005), was used as the basis for the deductive approach in this research. The research concluded that the programs aim to support holistic development, take children's well-being into account, prioritize individual differences, and adopt a play-based learning approach. The views of teachers and administrators support this, and collaboration with families plays a critical role in the education process. To increase awareness of children's rights, it is recommended that legal counsel be sought during program development, that stakeholders be raised, and that comparative research be conducted.