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KOL, Suat
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Examination of Early Childhood Education in Türkiye in terms of Children's Law and Rights KOL, Suat; TUNÇELİ, Hilal İlknur
Jurnal Cita Hukum Vol 12, No 2 (2024)
Publisher : Fakultas Syariah dan Hukum, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jch.v12i2.39242

Abstract

Children's rights and child law have taken their current form since the second half of the 20th century. The Geneva Declaration of the Rights of the Child, published by the United Nations in 1924, aimed to secure children's rights. The primary purpose of this research is to examine early childhood education in Turkey in terms of children's rights. Childhood and the historical process of children's rights were first addressed in this context. Then, early childhood education in Turkey was examined within the framework of children's rights. The research, conducted as a literature review, revealed that Turkey participated in the 1st and 2nd Balkan Congresses in 1936 and 1938 and pioneered universal children's rights studies by contributing to the decisions made in these congresses. Additionally, the study showed that, due to the value placed on children in Turkish culture, which spans thousands of years, positive practices regarding children's rights have been carried out throughout history. Moreover, Turkey became a party to the Convention on the Rights of the Child, adopted by the United Nations General Assembly on November 20, 1989, and entered into force on September 2, 1990. It has made appropriate adjustments in its domestic law. It has been observed that, as in every stage of educational activities, early childhood education in Turkey is also conducted with a child-centred approach and in adherence to the child's legal rights. The findings obtained were discussed in the discussion section.
Digital Rights and Early Childhood Education: A Legal Perspective KOL, Suat; Şenöz, Eslem Gözde
Jurnal Cita Hukum Vol 13, No 1 (2025)
Publisher : Fakultas Syariah dan Hukum, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jch.v13i1.44589

Abstract

Digital rights refer to the freedoms and protections individuals, including children, are entitled to in the digital environment. In an era of rapid digitalisation, ensuring these rights, especially within early childhood education, has become increasingly significant. Children are active participants in the digital world, and their rights to safely access, use, and interact with digital content must be viewed from educational and legal perspectives. Core concerns include safeguarding children’s presence in digital spaces, protecting their data, and ensuring equitable access to appropriate digital resources. In this regard, Digital Rights Management (DRM) systems play a vital role in regulating access and ensuring content protection, while emerging technologies such as blockchain enhance transparency and security in copyright enforcement. Access to digital content is central to children's learning and development, making it a public responsibility to protect these rights through sound policy and regulation. At the same time, digital engagement brings potential risks, such as digital addiction, which can adversely impact children’s cognitive, emotional, and social development. Research indicates that familial, environmental, and educational factors often influence this addiction. Thus, parents and educators play a critical role in creating a safe and balanced digital experience for children. Their awareness, supervision, and attitude towards digital tools shape how children navigate online platforms. Therefore, stakeholders—governments, educators, and families alike—must collaborate in creating frameworks that uphold children's digital rights and promote responsible digital citizenship from an early age.
Digital Rights and Early Childhood Education: A Legal Perspective KOL, Suat; Şenöz, Eslem Gözde
Jurnal Cita Hukum Vol. 13 No. 1 (2025): Spring Edition
Publisher : Fakultas Syariah dan Hukum, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jch.v13i1.44589

Abstract

Digital rights refer to the freedoms and protections individuals, including children, are entitled to in the digital environment. In an era of rapid digitalisation, ensuring these rights, especially within early childhood education, has become increasingly significant. Children are active participants in the digital world, and their rights to safely access, use, and interact with digital content must be viewed from educational and legal perspectives. Core concerns include safeguarding children’s presence in digital spaces, protecting their data, and ensuring equitable access to appropriate digital resources. In this regard, Digital Rights Management (DRM) systems play a vital role in regulating access and ensuring content protection, while emerging technologies such as blockchain enhance transparency and security in copyright enforcement. Access to digital content is central to children's learning and development, making it a public responsibility to protect these rights through sound policy and regulation. At the same time, digital engagement brings potential risks, such as digital addiction, which can adversely impact children’s cognitive, emotional, and social development. Research indicates that familial, environmental, and educational factors often influence this addiction. Thus, parents and educators play a critical role in creating a safe and balanced digital experience for children. Their awareness, supervision, and attitude towards digital tools shape how children navigate online platforms. Therefore, stakeholders—governments, educators, and families alike—must collaborate in creating frameworks that uphold children's digital rights and promote responsible digital citizenship from an early age.
Legal Foundations and Comparative Analysis of Early Childhood Education Practices in The Turkish World KOL, Suat; TUNÇELİ, Hilal İlknur
Jurnal Cita Hukum Vol. 10 No. 2 (2022)
Publisher : Fakultas Syariah dan Hukum, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jch.v10i2.26237

Abstract

Early childhood education is a very important period for the education and development of the child. Many critical stages in the mental, physical and spiritual development of the child take place in this period. In addition, the gains to be obtained in this period form the basis of the child's education and academic development. Today, while the prevalence of early childhood education is close to 100% in many developed countries, this is not at the desired level in the countries that make up the Turkish World. The aim of this study is to examine the early childhood education in a comprehensive manner in independent Turkish states. In this context, as working group; Azerbaijan, Kazakhstan, Kyrgyzstan, Cyprus, Turkey, and Uzbekistan's document analysis related to early childhood education was carried out adhering to the title specified in the data collection tool. Historical analysis, one of the qualitative research methods, was used in the study. According to the data obtained; The prevalence ratio of pre-school education is the most in Turkey with 45.4%, and the least in Uzbekistan with 23.8%. It is seen that while the start of early childhood education in Turkish Republic of Northern Cyprus (TRNC) and Turkey dates back to primary school, it begins in the early 1900s in other countries. Age classification varies in every country and the education is carried out through this classification in the early childhood education institutions. When the teacher training programs are considered, the teaching profession is acquired through undergraduate education in all countries. However, the right to teach is given in 2-4 years in Azerbaijan, 3-5 years in Kyrgyzstan and in 4 years and 4+1 supplementary training in Kazakhstan, TRNC and Turkey.
Examination of Early Childhood Education in Türkiye in terms of Children's Law and Rights KOL, Suat; TUNÇELİ, Hilal İlknur
Jurnal Cita Hukum Vol. 12 No. 2 (2024)
Publisher : Fakultas Syariah dan Hukum, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jch.v12i2.39242

Abstract

Children's rights and child law have taken their current form since the second half of the 20th century. The Geneva Declaration of the Rights of the Child, published by the United Nations in 1924, aimed to secure children's rights. The primary purpose of this research is to examine early childhood education in Turkey in terms of children's rights. Childhood and the historical process of children's rights were first addressed in this context. Then, early childhood education in Turkey was examined within the framework of children's rights. The research, conducted as a literature review, revealed that Turkey participated in the 1st and 2nd Balkan Congresses in 1936 and 1938 and pioneered universal children's rights studies by contributing to the decisions made in these congresses. Additionally, the study showed that, due to the value placed on children in Turkish culture, which spans thousands of years, positive practices regarding children's rights have been carried out throughout history. Moreover, Turkey became a party to the Convention on the Rights of the Child, adopted by the United Nations General Assembly on November 20, 1989, and entered into force on September 2, 1990. It has made appropriate adjustments in its domestic law. It has been observed that, as in every stage of educational activities, early childhood education in Turkey is also conducted with a child-centred approach and in adherence to the child's legal rights. The findings obtained were discussed in the discussion section.
Co-Authors Şenöz, Eslem Gözde TUNÇELİ, Hilal İlknur