Erken Çocuklukta Özel Gereksinimi Olan Çocuklar İçin Ön Yargı Karşıtı Eğitimin Önemi

Adomat, D. S. (2014). Exploring issues of disability in children’s literature discussions. Disability Studies Quarterly, 34(3). https://doi.org/10.18061/dsq.v34i3.3865

Alıcı, Ş., & Keleş, M. (2023). Early childhood educators’ views, sentiments, attitudes, concerns and practices related to students with special needs. Journal of Human and Social Sciences, 6(2), 632–682. https://doi.org/10.53048/johass.1362554

Arıkan, A. (Ed.). (2022). Fark edilmeyen çocuklar. Ankara: Eğiten Kitap.

Arıkan, A., Tomris, G., Yılmaz Bursa, G., & Tuna, D. M. (2021). Özel gereksinimli bireylere yönelik farkındalık geliştirmede okul öncesi çocuk kitaplarımız nitelikli mi? Ana Dili Eğitimi Dergisi, 9(1), 19–44. https://doi.org/10.16916/aded.797738

Asamen, J. K., Ellis, M. L., & Berry, G. L. (Eds.). (2008). The Sage handbook of child development, multiculturalism, and media. Thousand Oaks, CA: Sage.

Asher, S. R., & Paquette, J. A. (2003). Loneliness and peer relations in childhood. Current Directions in Psychological Science, 12(3), 75–78. https://doi.org/10.1111/1467-8721.01233

Baglieri, S., & Lalvani, P. (2020). Undoing ableism: Teaching about disability in K-12 classrooms. Routledge.

Bakkaloğlu, H., Yılmaz, B., Altun-Könez, N., & Yalçın, G. (2018). Türkiye’de okul öncesi kaynaştırma konusunda yapılan araştırmalar bize neler söylüyor? İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 119–150. https://doi.org/10.17679/inuefd.302031

Balikci, S., Gulboy, E., & Rakap, S. (2025). Early childhood administrators’ attitudes towards inclusive education: A systematic review. Education Sciences, 15(6), 734. https://doi.org/10.3390/educsci15060734

Banko Bal, Ç., & Akman, B. (2025). The impacts of culture and diversity considering anti-bias education: Preschool teachers’ views and needs. International Journal of Early Years Education, 33(3), 610–628. https://doi.org/10.1080/09669760.2024.2414995

Barta, J., & Winn, T. (1996). Involving parents in creating anti-bias classrooms. Children Today, 24(1), 28–30.

Breese, A., Nickerson, A., Lemke, M., Mohr, R., Heidelburg, K., Fredrick, S., … & Allen, K. (2023). Examining implicit biases of pre-service educators within a professional development context. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00456-6

Center on the Developing Child. (2010). The foundations of lifelong health are built in early childhood. Retrieved from http://www.developingchild.harvard.edu

Chiappe, J. C., Dellinger, A. M., Coddington, C., & Selmi, A. (2022). Family group conferencing in inclusive preschool classrooms during distance learning. Issues in Teacher Education, 31(2), 50–71.

Chwastek, S., Leyendecker, B., Heithausen, A., Ballero Reque, C., & Busch, J. (2021). Pre-school teachers' stereotypes and self-efficacy are linked to perceptions of behavior problems in newly arrived refugee children. Frontiers in Psychiatry, 11, 574412. https://doi.org/10.3389/fpsyt.2020.574412

Curwood, J. S. (2013). Redefining normal: A critical analysis of (dis)ability in young adult literature. Children’s Literature in Education, 44(1), 15–28. https://doi.org/10.1007/s10583-012-9177-0

Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children.

Derman-Sparks, L. (2016). Guide for selecting anti-bias children’s books [PDF]. Washington, DC: Teaching for Change Bookstore. Retrieved from https://antibiasleadersece.com/wp-content/uploads/2018/05/Guide-for-Selecting-Anti-Bias-Childrens-Books-_-Teaching-for-Change-Bookstore.pdf

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.

Derman-Sparks, L., & Edwards, J. O. (2019). Understanding anti-bias education. YC Young Children, 74(5), 6–13. Retrieved from https://www.naeyc.org/resources/pubs/yc/nov2019/understanding-anti-bias

Derman-Sparks, L., & Edwards, J. O. (2021). Teaching about identity, racism, and fairness: Engaging young children in anti-bias education. American Educator, 44(4), 35–40. https://files.eric.ed.gov/fulltext/EJ1281980.pdf

Derman-Sparks, L., & Hohensee, J. B. (1992). Implementing an anti-bias curriculum in early childhood classrooms. ERIC/EECE Digest. Retrieved from https://www.ericdigests.org/1992-1/early.htm

Derman-Sparks, L., LeeKeenan, D., & Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. New York, NY: Teachers College Press.

Duman, G. (2013). Ayrımcılık karşıtı okul öncesi eğitim programı. İçinde Z. F. Temel (Ed.), EÇE yaklaşımlar ve programlar (2. baskı, ss. 479–500). Vize Yayıncılık.

Dunn, D. S. (2015). The social psychology of disability. Oxford University Press.

Durmuş, K., & Övür, A. (2021). Medya etkileri bağlamında okul öncesi dönem çocuklarının yeni medya kullanımının analizi. Yeni Medya Elektronik Dergisi, 5(2), 136–155.

Ellis, K., & Kent, M. (2011). Disability and new media. Routledge.

Erdoğan, F., & Baş, S. (2018). Özel gereksinimi olan birey farkındalığının 4-6 yaş çocuklarına kazandırılması. Yaratıcı Drama Dergisi, 13(1). https://doi.org/10.21612/yader.2018.007

Erdoğan, S., Haktanır, G., Kuru, N., Parpucu, N., & Tüylü, D. (2021). The effect of the e-mentoring-based education program on professional development of preschool teachers. Education and Information Technologies, 27(1), 1023–1053. https://doi.org/10.1007/s10639-021-10623-y

Fenton, A., Walsh, K., Wong, S., & Cumming, T. (2014). Using strengths-based approaches in early years practice and research. International Journal of Early Childhood, 47(1), 27–52. https://doi.org/10.1007/s13158-014-0115-8

Florian, L. (2012). Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project. Journal of Teacher Education, 63(4), 275–285. https://doi.org/10.1177/0022487112447112

Friesen, A., Kucskar Mitsch, M., & Du, K. (2022). Advancing equity and inclusion in early childhood education: Introduction to a special issue. Issues in Teacher Education, 31(2), 3–8.

Galloway, R., Reynolds, B., & Williamson, J. (2020). Strengths-based teaching and learning approaches for children: Perceptions and practices. Journal of Pedagogical Research, 4(1), 31–45.

Gül, S. O., & Vuran, S. (2015). Normal sınıflara devam eden özel gereksinimli öğrencilerin kaynaştırma uygulamasına ilişkin görüşleri ve karşılaştıkları sorunlar. Eğitim ve Bilim, 40(180), 169–195. https://doi.org/10.15390/EB.2015.4205

Gülay, H. (2009). Okul öncesi dönemde akran ilişkileri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(22), 82–93.

Gülsün, İ., Malinen, O.-P., Yada, A., & Savolainen, H. (2023). Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education, 132, 104228. https://doi.org/10.1016/j.tate.2023.104228

Güngör Akıncı, B. A., & Fidan, E. (2023). A study on social studies teachers’ self-efficacy towards inclusive education. International Journal of Eurasian Education and Culture, 8(22), 971–1014.

Güngör, H., Ogelman, H. G., & Toklu, D. A. (2022). Okul öncesi öğretmenlerinin öğretmen yeterliliği ve mesleki doyumları arasındaki ilişkinin incelenmesi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 8(2), 38–48. https://doi.org/10.29065/usakead.1088972

Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1), 84–108.

Hestenes, L. L., & Carroll, D. E. (2000). The play interactions of young children with and without disabilities: Individual and environmental influences. Early Childhood Research Quarterly, 15(2), 229–246.

Hughes, M. T., & Talley, C. (2025). Disabilities in children's literature: Is the representation accurate and authentic? Journal of Early Childhood Literacy. Advance online publication. https://doi.org/10.1177/14687984251333544

Kardeş, S., & Kozinoğlu, I. (2021). Interactions between refugee and local preschool children and prejudice or discriminatory behaviors: Teachers' observations. Journal of Pedagogical Research, 5(1), 114–125. https://doi.org/10.33902/JPR.2021067282

Kart, A., & Kart, M. (2021). Academic and social effects of inclusion on students without disabilities: A review of the literature. Education Sciences, 11(1), 16. https://doi.org/10.3390/educsci11010016

Konstantoni, K. (2012). Children's peer relationships and social identities: Exploring cases of young children's agency and complex interdependencies from the Minority World. Children's Geographies, 10(3), 337–346. https://doi.org/10.1080/14733285.2012.693382

Krane, A., & Giunco, K. (2024). They’re not too young: Anti-bias dialogue with early childhood students and families. Language Arts, 102(2), 114–118.

Kuh, L. P., LeeKeenan, D., Given, H., & Beneke, M. R. (2016). Moving beyond anti-bias activities: Supporting the development of anti-bias practices. Young Children, 71(1), 58–65.

Lee, S., Adair, J. K., Payne, K. A., & Barry, D. (2022). Revisioning fairness as social justice in early childhood education. Early Childhood Education Journal, 50, 1083–1095.

Lemish, D. (2015). Children and media: A global perspective. Malden, MA: John Wiley & Sons.

Lemish, D., & Kolucki, B. (2013). Media and early childhood development. In O. N. Saracho & B. Spodek (Eds.), Handbook of early childhood development research and its impact on global policy (pp. 329–347). Routledge.

Love, H. R., & Beneke, M. R. (2021). Pursuing justice-driven inclusive education research: Disability critical race theory (DisCrit) in early childhood. Topics in Early Childhood Special Education, 41(1), 31–44.

Morris, P., Matute-Chavarria, M., Brown, M. R., & Whittington, N. (2022). Addressing antiblackness in early childhood educator preparation: Implications for young Black children and their families. Issues in Teacher Education, 31(2), 72–93.

National Association for the Education of Young Children (NAEYC). (2009). Position statement: Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved from https://www.naeyc.org/resources/position-statements/dap/contents

Nguyen, A. (2022). “Children have the fairest things to say”: Young children’s engagement with anti-bias picture books. Early Childhood Education Journal, 50, 743–759. https://doi.org/10.1007/s10643-021-01186-1

Öztürk, H., Şahin, V., & Vuran, S. (2022). Özel gereksinimli bir çocukla ilk karşılaşma ve özel eğitim öğretmen adaylarının eğitmenlik deneyimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(3), 595–612. https://doi.org/10.21565/ozelegitimdergisi.865603

Öztürk, H., Şahin, V., Vuran, S., & Gürses, İ. (2024). Özel eğitim alanında çalışan öğretmenlerin mesleki etik ikilemleri çözümleme biçimleri. Eğitim ve Bilim, 49(218), 105–132. https://doi.org/10.15390/EB.2024.12584

Ritchie, J. (2020). A brief historical overview of curriculum in early childhood care and education. In T. S. Popkewitz, D. Tröhler, & D. Labaree (Eds.), Handbook of historical studies in education: Debates, tensions, and directions (pp. 517–534). Springer.

Smith, S. L., Choueiti, M., Pieper, K., Yao, K., Case, A., & Choi, A. (2019). Inequality in 1,200 popular films: Examining portrayals of gender, race/ethnicity, LGBTQ and disability from 2007 to 2018. Los Angeles, CA: USC Annenberg Inclusion Initiative. Retrieved from https://annenberg.usc.edu/research/aii

Song, S. Y. (2006). The role of protective peers and positive peer relationships in school bullying: How can peers help? (Unpublished doctoral dissertation). University of Nebraska, Lincoln, NE.

Urbani, J. M., Collado, C., Manalo, A., & Gonzalez, N. (2022). Building the on-ramp to inclusion: Developing critical consciousness in future early childhood educators. Issues in Teacher Education, 31(2), 91–121.

Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117. https://doi.org/10.1016/j.tate.2022.103828

Yüksel Aykanat, B. Y. (2025a). Ön yargılar bağlamında fark edilmeyen çocukların bilimsel araştırmalardaki yeri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 61(61), 354–360. https://doi.org/10.15285/maruaebd.1545593

Yüksel Aykanat, B. Y. (2025b). Okul öncesi öğretmenleri için özel gereksinimi olan çocuklara yönelik farkındalık geliştirmede ön yargı karşıtı hizmet içi eğitimin değerlendirilmesi (Yayımlanmamış doktora tezi). Anadolu Üniversitesi, Lisansüstü Eğitim Enstitüsü, Eskişehir.

Adomat, D. S. (2014). Exploring issues of disability in children’s literature discussions. Disability Studies Quarterly, 34(3). https://doi.org/10.18061/dsq.v34i3.3865

Alıcı, Ş., & Keleş, M. (2023). Early childhood educators’ views, sentiments, attitudes, concerns and practices related to students with special needs. Journal of Human and Social Sciences, 6(2), 632–682. https://doi.org/10.53048/johass.1362554

Arıkan, A. (Ed.). (2022). Fark edilmeyen çocuklar. Ankara: Eğiten Kitap.

Arıkan, A., Tomris, G., Yılmaz Bursa, G., & Tuna, D. M. (2021). Özel gereksinimli bireylere yönelik farkındalık geliştirmede okul öncesi çocuk kitaplarımız nitelikli mi? Ana Dili Eğitimi Dergisi, 9(1), 19–44. https://doi.org/10.16916/aded.797738

Asamen, J. K., Ellis, M. L., & Berry, G. L. (Eds.). (2008). The Sage handbook of child development, multiculturalism, and media. Thousand Oaks, CA: Sage.

Asher, S. R., & Paquette, J. A. (2003). Loneliness and peer relations in childhood. Current Directions in Psychological Science, 12(3), 75–78. https://doi.org/10.1111/1467-8721.01233

Baglieri, S., & Lalvani, P. (2020). Undoing ableism: Teaching about disability in K-12 classrooms. Routledge.

Bakkaloğlu, H., Yılmaz, B., Altun-Könez, N., & Yalçın, G. (2018). Türkiye’de okul öncesi kaynaştırma konusunda yapılan araştırmalar bize neler söylüyor? İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 119–150. https://doi.org/10.17679/inuefd.302031

Balikci, S., Gulboy, E., & Rakap, S. (2025). Early childhood administrators’ attitudes towards inclusive education: A systematic review. Education Sciences, 15(6), 734. https://doi.org/10.3390/educsci15060734

Banko Bal, Ç., & Akman, B. (2025). The impacts of culture and diversity considering anti-bias education: Preschool teachers’ views and needs. International Journal of Early Years Education, 33(3), 610–628. https://doi.org/10.1080/09669760.2024.2414995

Barta, J., & Winn, T. (1996). Involving parents in creating anti-bias classrooms. Children Today, 24(1), 28–30.

Breese, A., Nickerson, A., Lemke, M., Mohr, R., Heidelburg, K., Fredrick, S., … & Allen, K. (2023). Examining implicit biases of pre-service educators within a professional development context. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00456-6

Center on the Developing Child. (2010). The foundations of lifelong health are built in early childhood. Retrieved from http://www.developingchild.harvard.edu

Chiappe, J. C., Dellinger, A. M., Coddington, C., & Selmi, A. (2022). Family group conferencing in inclusive preschool classrooms during distance learning. Issues in Teacher Education, 31(2), 50–71.

Chwastek, S., Leyendecker, B., Heithausen, A., Ballero Reque, C., & Busch, J. (2021). Pre-school teachers' stereotypes and self-efficacy are linked to perceptions of behavior problems in newly arrived refugee children. Frontiers in Psychiatry, 11, 574412. https://doi.org/10.3389/fpsyt.2020.574412

Curwood, J. S. (2013). Redefining normal: A critical analysis of (dis)ability in young adult literature. Children’s Literature in Education, 44(1), 15–28. https://doi.org/10.1007/s10583-012-9177-0

Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children.

Derman-Sparks, L. (2016). Guide for selecting anti-bias children’s books [PDF]. Washington, DC: Teaching for Change Bookstore. Retrieved from https://antibiasleadersece.com/wp-content/uploads/2018/05/Guide-for-Selecting-Anti-Bias-Childrens-Books-_-Teaching-for-Change-Bookstore.pdf

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.

Derman-Sparks, L., & Edwards, J. O. (2019). Understanding anti-bias education. YC Young Children, 74(5), 6–13. Retrieved from https://www.naeyc.org/resources/pubs/yc/nov2019/understanding-anti-bias

Derman-Sparks, L., & Edwards, J. O. (2021). Teaching about identity, racism, and fairness: Engaging young children in anti-bias education. American Educator, 44(4), 35–40. https://files.eric.ed.gov/fulltext/EJ1281980.pdf

Derman-Sparks, L., & Hohensee, J. B. (1992). Implementing an anti-bias curriculum in early childhood classrooms. ERIC/EECE Digest. Retrieved from https://www.ericdigests.org/1992-1/early.htm

Derman-Sparks, L., LeeKeenan, D., & Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. New York, NY: Teachers College Press.

Duman, G. (2013). Ayrımcılık karşıtı okul öncesi eğitim programı. İçinde Z. F. Temel (Ed.), EÇE yaklaşımlar ve programlar (2. baskı, ss. 479–500). Vize Yayıncılık.

Dunn, D. S. (2015). The social psychology of disability. Oxford University Press.

Durmuş, K., & Övür, A. (2021). Medya etkileri bağlamında okul öncesi dönem çocuklarının yeni medya kullanımının analizi. Yeni Medya Elektronik Dergisi, 5(2), 136–155.

Ellis, K., & Kent, M. (2011). Disability and new media. Routledge.

Erdoğan, F., & Baş, S. (2018). Özel gereksinimi olan birey farkındalığının 4-6 yaş çocuklarına kazandırılması. Yaratıcı Drama Dergisi, 13(1). https://doi.org/10.21612/yader.2018.007

Erdoğan, S., Haktanır, G., Kuru, N., Parpucu, N., & Tüylü, D. (2021). The effect of the e-mentoring-based education program on professional development of preschool teachers. Education and Information Technologies, 27(1), 1023–1053. https://doi.org/10.1007/s10639-021-10623-y

Fenton, A., Walsh, K., Wong, S., & Cumming, T. (2014). Using strengths-based approaches in early years practice and research. International Journal of Early Childhood, 47(1), 27–52. https://doi.org/10.1007/s13158-014-0115-8

Florian, L. (2012). Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project. Journal of Teacher Education, 63(4), 275–285. https://doi.org/10.1177/0022487112447112

Friesen, A., Kucskar Mitsch, M., & Du, K. (2022). Advancing equity and inclusion in early childhood education: Introduction to a special issue. Issues in Teacher Education, 31(2), 3–8.

Galloway, R., Reynolds, B., & Williamson, J. (2020). Strengths-based teaching and learning approaches for children: Perceptions and practices. Journal of Pedagogical Research, 4(1), 31–45.

Gül, S. O., & Vuran, S. (2015). Normal sınıflara devam eden özel gereksinimli öğrencilerin kaynaştırma uygulamasına ilişkin görüşleri ve karşılaştıkları sorunlar. Eğitim ve Bilim, 40(180), 169–195. https://doi.org/10.15390/EB.2015.4205

Gülay, H. (2009). Okul öncesi dönemde akran ilişkileri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(22), 82–93.

Gülsün, İ., Malinen, O.-P., Yada, A., & Savolainen, H. (2023). Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education, 132, 104228. https://doi.org/10.1016/j.tate.2023.104228

Güngör Akıncı, B. A., & Fidan, E. (2023). A study on social studies teachers’ self-efficacy towards inclusive education. International Journal of Eurasian Education and Culture, 8(22), 971–1014.

Güngör, H., Ogelman, H. G., & Toklu, D. A. (2022). Okul öncesi öğretmenlerinin öğretmen yeterliliği ve mesleki doyumları arasındaki ilişkinin incelenmesi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 8(2), 38–48. https://doi.org/10.29065/usakead.1088972

Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1), 84–108.

Hestenes, L. L., & Carroll, D. E. (2000). The play interactions of young children with and without disabilities: Individual and environmental influences. Early Childhood Research Quarterly, 15(2), 229–246.

Hughes, M. T., & Talley, C. (2025). Disabilities in children's literature: Is the representation accurate and authentic? Journal of Early Childhood Literacy. Advance online publication. https://doi.org/10.1177/14687984251333544

Kardeş, S., & Kozinoğlu, I. (2021). Interactions between refugee and local preschool children and prejudice or discriminatory behaviors: Teachers' observations. Journal of Pedagogical Research, 5(1), 114–125. https://doi.org/10.33902/JPR.2021067282

Kart, A., & Kart, M. (2021). Academic and social effects of inclusion on students without disabilities: A review of the literature. Education Sciences, 11(1), 16. https://doi.org/10.3390/educsci11010016

Konstantoni, K. (2012). Children's peer relationships and social identities: Exploring cases of young children's agency and complex interdependencies from the Minority World. Children's Geographies, 10(3), 337–346. https://doi.org/10.1080/14733285.2012.693382

Krane, A., & Giunco, K. (2024). They’re not too young: Anti-bias dialogue with early childhood students and families. Language Arts, 102(2), 114–118.

Kuh, L. P., LeeKeenan, D., Given, H., & Beneke, M. R. (2016). Moving beyond anti-bias activities: Supporting the development of anti-bias practices. Young Children, 71(1), 58–65.

Lee, S., Adair, J. K., Payne, K. A., & Barry, D. (2022). Revisioning fairness as social justice in early childhood education. Early Childhood Education Journal, 50, 1083–1095.

Lemish, D. (2015). Children and media: A global perspective. Malden, MA: John Wiley & Sons.

Lemish, D., & Kolucki, B. (2013). Media and early childhood development. In O. N. Saracho & B. Spodek (Eds.), Handbook of early childhood development research and its impact on global policy (pp. 329–347). Routledge.

Love, H. R., & Beneke, M. R. (2021). Pursuing justice-driven inclusive education research: Disability critical race theory (DisCrit) in early childhood. Topics in Early Childhood Special Education, 41(1), 31–44.

Morris, P., Matute-Chavarria, M., Brown, M. R., & Whittington, N. (2022). Addressing antiblackness in early childhood educator preparation: Implications for young Black children and their families. Issues in Teacher Education, 31(2), 72–93.

National Association for the Education of Young Children (NAEYC). (2009). Position statement: Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved from https://www.naeyc.org/resources/position-statements/dap/contents

Nguyen, A. (2022). “Children have the fairest things to say”: Young children’s engagement with anti-bias picture books. Early Childhood Education Journal, 50, 743–759. https://doi.org/10.1007/s10643-021-01186-1

Öztürk, H., Şahin, V., & Vuran, S. (2022). Özel gereksinimli bir çocukla ilk karşılaşma ve özel eğitim öğretmen adaylarının eğitmenlik deneyimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(3), 595–612. https://doi.org/10.21565/ozelegitimdergisi.865603

Öztürk, H., Şahin, V., Vuran, S., & Gürses, İ. (2024). Özel eğitim alanında çalışan öğretmenlerin mesleki etik ikilemleri çözümleme biçimleri. Eğitim ve Bilim, 49(218), 105–132. https://doi.org/10.15390/EB.2024.12584

Ritchie, J. (2020). A brief historical overview of curriculum in early childhood care and education. In T. S. Popkewitz, D. Tröhler, & D. Labaree (Eds.), Handbook of historical studies in education: Debates, tensions, and directions (pp. 517–534). Springer.

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