This research aims to compare the positioning of the family concept in the 2013 and 2024 Century of Türkiye Education Model (CTEM) preschool curricula in Türkiye. This qualitative research used the qualitative document analysis technique to collect data. The 2013 and 2024 CTEM preschool curricula were used as data sources. In this study, data were analyzed using content analysis, adopting an inductive approach to category development. Strategies such as expert review and prolonged engagement were employed to improve the credibility of the data. The frequency and scope with which the concept of family was used differed between the 2013 and 2024 CTEM preschool curricula. The concept of family was used more frequently and addressed in a broader context in the 2024 CTEM preschool curriculum (n = 328) than in the 2013 curriculum (n = 59). The 2024 CTEM preschool curriculum also addressed family involvement more systematically and comprehensively. Consequently, the similarities between the two curricula were categorized under three themes: the role of the family in a child’s development; school–family cooperation; and family involvement. The differences between the two curricula were categorized into four themes: approach to the family; scope of family involvement; values education; and family–society relationship. In conclusion, while both curricula emphasize the importance of family in a child’s development, it has been determined that the 2024 CTEM preschool curriculum puts family at the heart of education, viewing them as both a source of support and an active stakeholder.

Authors:
Melek Di̇di̇n, Özgüven Family Counseling Center, Türkiye
Munevver Yilmaz, Afyon Kocatepe University, Türkiye
Koray Kasapoglu, Afyon Kocatepe University, Türkiye

About the Presenter(s)
Münevver Yılmaz is a PhD student in Curriculum and Instruction at Afyon Kocatepe University, Türkiye. Her research focuses on culturally relevant pedagogy, early childhood education, and program development.

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