Akademik Veri Yönetim Sistemi
EECERA 20205, Bratislava, Slovakya, 25 - 28 Ağustos 2025, ss.1-33, (Özet Bildiri)
This study explores how Media Literacy, Ethics, Sociology, and History (MESH) can be integrated into early childhood education (ECE) curricula. It examines the theoretical and empirical findings of the MESH Education Module, implemented in a quasi-experimental study with 117 children (aged 60-72 months) in Türkiye.Neoliberal policies have shifted ECE towards workforce preparation and STEM, sidelining human-centred values (Sims, 2017; Roberts-Holmes & Moss, 2021). Wise (2019, 2020) called for integrating MESH to foster a justice-oriented pedagogy, yet efforts to embed these disciplines in education remain limited. The MESH approach proposes a paradigm shift by embedding these disciplines into early learning, challenging neoliberal paradigms and advocating a human-centred pedagogy (Biesta, 2010; Noddings, 2005).A quasi-experimental design was used. The experimental group participated in MESH Education Module for 12 weeks. The intervention involved teacher training and activities fostering media discernment, ethical reasoning, and historical-sociological awareness. Pre- and post-tests measured changes in critical thinking, value acquisition, and problematic media use. Ethical approval was obtained, and informed consent was secured. Children’s participation was voluntary, and confidentiality was ensured following EECERA’s Ethical Code (2024). Findings showed significant improvements in critical thinking and value acquisition (p<.001). No significant difference in problematic media use was found between the groups, suggesting digital habits require sustained interventions. This study is a step towards rethinking ECE, contributing to the broader paradigm shift needed. Findings highlight MESH’s potential to equip young learners with critical skills to engage with social realities, fostering both cognitive growth and ethical responsibility.