This research comparatively examines the policy documents and curriculum programs of Türkiye, New Zealand, Japan, Norway, and Finland regarding character and values education in early childhood education. The research was designed within the scope of a qualitative research approach, and document analysis was used as the data collection method. The data sources of the study consisted of official policy documents and educational programs published or updated between 2020 and 2026. The data were analyzed in accordance with Braun and Clarke’s thematic analysis approach. The analysis revealed that the findings regarding character and values education were grouped under five main themes: individual values, social values, democratic values, cultural and national values, and universal values. The findings show that all countries attach importance to character and values education in early childhood education, but the emphasized values differ according to cultural and social priorities. In the programs in Türkiye and Japan, individual character traits such as self-control, diligence, responsibility, and independence are emphasized; Norway and Finland place greater emphasis on democratic and universal values such as democracy, equality, human rights, and sustainability in their programs. New Zealand, on the other hand, exhibits a more holistic approach centered on belonging, cultural diversity, and community awareness. It has also been determined that values such as respect, empathy, cooperation, trust, and responsibility are emphasized in common across all countries. In conclusion, the research reveals that character education and values education are two complementary educational approaches, and that addressing them holistically in early childhood education supports the multifaceted development of children.
This research comparatively examines the policy documents and curriculum programs of Türkiye, New Zealand, Japan, Norway, and Finland regarding character and values education in early childhood education. The research was designed within the scope of a qualitative research approach, and document analysis was used as the data collection method. The data sources of the study consisted of official policy documents and educational programs published or updated between 2020 and 2026. The data were analyzed in accordance with Braun and Clarke’s thematic analysis approach. The analysis revealed that the findings regarding character and values education were grouped under five main themes: individual values, social values, democratic values, cultural and national values, and universal values. The findings show that all countries attach importance to character and values education in early childhood education, but the emphasized values differ according to cultural and social priorities. In the programs in Türkiye and Japan, individual character traits such as self-control, diligence, responsibility, and independence are emphasized; Norway and Finland place greater emphasis on democratic and universal values such as democracy, equality, human rights, and sustainability in their programs. New Zealand, on the other hand, exhibits a more holistic approach centered on belonging, cultural diversity, and community awareness. It has also been determined that values such as respect, empathy, cooperation, trust, and responsibility are emphasized in common across all countries. In conclusion, the research reveals that character education and values education are two complementary educational approaches, and that addressing them holistically in early childhood education supports the multifaceted development of children.
