Investigation of texts in Turkish textbooks (1-8) in terms of sensitivity education

Literature is an effective tool for developing sensitivity. In this respect, children's literature works activate the child in the face of human and human condition. Thus, the child adapts to daily life and social life and realizes that there is a life outside of his own life. It develops tolerance to the culture, feelings and thoughts of other people. He/ She becomes aware of what is happening outside his/her own life, the problems of other people, injustice and learns that he must fight against them. In this respect, Turkish textbooks, in which literary works are used as tools, play a function in providing students with sensitivity training. In this context, children should be brought together with qualified literary texts starting from the early ages. This study aims to analyze the texts in Turkish textbooks (1-8) according to sensitivity education. Basic qualitative research design was used in the study. The data were obtained through document review. In the determination and grouping of sensitivity issues, content analysis was made by taking into consideration the categories created by Aslan (2013) and Karagöz (2009) and the researcher. At the end of the study, it was determined that all of the 40 sensitivity categories were included in the texts in the textbooks. It has been observed that the most frequently mentioned sensitivity issues are sensitivity to human and human happiness, animals, nature-environment, homeland-nation. Sensitivity to family members, reading culture, science and scientific thought, art and aesthetics, the flag, children and games, national personalities and national-indigenous are the categories of sensitivity that are handled more in the texts. In this respect, it can be said that the texts in Turkish textbooks (1-8) contribute to children's sensibility.