Teacher’s Views Regarding the Place of Children’s Literature in First Language Education

Abstract

Children’s literature is the totality of spoken and written products formed with an aesthetic concern that contribute to the development, interests, needs, pleasure, emotions and ideas of individuals between the ages of 2–15. Defects and deficiencies that can be seen in the works of children’s literature—which directly contribute to the developmental fields and the talents of children regarding understanding and telling, comprehension and interpreting—will cause troubles to emerge when addressing to the aforementioned properties. This research aims to determine the views of Turkish language teachers regarding the power and efficiency of the children’s literature products and the acquisition of these properties. The research was conducted by employing a one-on-one interview according to a qualitative research approach. The study group participating in this research study comprised of 14 Turkish language teachers who work in Elazığ city center. A descriptive content analysis was used to evaluate the views of these Turkish teachers. Frequency and percentage distributions were then determined from these findings. The study findings show that the views of the participators regarding the efficiency of the children’s literature products resembled one another other in terms of different variables. Additionally, some views were determined regarding the need for including original works of art, cultural codes and more concretization.