A look at the childhood period in Turkey from Tanzimat to the Republic (Historical change and continuity)

While the concept of child is defined as a biological stage that covers the period before the person becomes an adult; childhood, on the other hand, has been considered as a social description that includes the perception and upbringing of the child. Thoughts directed towards childhood and the paradigms chosen have changed in the historical process. While the social pillar of the modernization movements, which started with the Enlightenment Period, was in the process of spreading throughout the world, especially in European countries, it was seen that childhood was politically structured. This situation was also valid in the Ottoman Empire, and the childhood period was reinterpreted and restructured in the modernization studies of the society. As a matter of fact, the dialogues and interactions between the concepts of "state", "ideology" and "education" are quite strong. States have benefited from the field of education in order to adopt and place their ideologies in their societies. For this reason, the importance given to the field of education has increased considerably, especially during the establishment of nation-states. Because with the emergence of nation-states, societies encountered new and different principles and principles. In order for societies to integrate with these new and different principles and principles, the states that took advantage of the education factor had to struggle with the problem of child education. Because nation states have given great responsibilities and duties to children, who are seen as adults of the future, in order to secure their future and ensure their continuity. A similar situation was experienced during the transition period from the Ottoman Empire to the Republic of Turkey, and the founding staff of the Republic made important attempts to structure the described childhood. At the beginning of the attempts made in this direction, there were special functions assigned to educational institutions, namely schools and textbooks. In line with this purpose, changes and transformations have been experienced in the curriculum of the schools. In the end, in the description of the "ideal child" who learned and internalized the virtues, principles and principles of the Republic, and who was devoted to his duties and responsibilities, the state tried to construct a new childhood insight by making use of its ideology through education. Keywords: Child, Childhood, Education, Ottoman Empire, Republic of Turkey.