Examining the Value Perceptions of Preschool Children According to Their Drawings and Verbal Expressions: Sample of Responsibility Value

• Published in: Egitim ve Bilim 2017-01, Vol.42 (189)
• Main Author: Sapsağlam, Özkan
• Format: Article
• Language: English
• Subjects: Child development; Cognitive Development; Content analysis; Phenomenology; Preschool children; Preschool education; Primary Education; Self expression; Thinking Skills; Values; Values Education; Young Children
• ISSN: 1300-1337
• DOI: 10.15390/EB.2017.7002

Preschool period is an important period when the first knowledge, first skills and first values are acquired concerning life. Knowledge, skills and values that are acquired in this period form the basis of an individual's future life and learnings. "Responsibility" is involved as a value in different "value" classifications and researches. The objective of this study is to examine the "value" perceptions of preschool children via drawings, expressions of children and interviews conducted with children on the basis of the sample of "responsibility" value. The study included 60 children from the age groups of three, four and five, who were attending a nursery school in a city center of the Central Black Sea Region. The data of this study, which was conducted in the phenomenologic pattern that is among qualitative research patterns, were collected via draw and express technique. Children who participated in the study were given crayons and drawing papers and they were asked to draw a picture about responsibility value. After completing their drawings, children were taken into personal interviews where they were asked to express their drawings. Personal interviews were conducted with five children from every age group and totally 15 children. Interviews with children were recorded with a tape recorder. The study data were analyzed with descriptive analysis and content analysis methods. As a result of the study, it was determined that children from all age groups drew pictures about "responsibility" value; however, three-year-old children mainly scribbled. This result shows a consistency with children's line-drawing development. It was observed that children aged four and five generally drew themes concerning the responsibilities of helping their mother and father, taking care of plants/flowers, feeding animals and self-care. Five-year-old children were observed to involve a higher number of details in their drawings and verbal expressions than other children. Children's drawings and verbal expressions showed that they all had a positive perception about "responsibility" value.