摘要：Both oral and written literature products are used in nearly all developmental stages of children. Children get access children’s literature works through their listening skills during pre-school period, through their listening and reading skills during schooling period. Children’s literature has an important place in value transfer as well as in the process of encouraging the children to gain the habit of reading, in teaching the mother tongue and raising literature readers. Therefore, it is necessary to be aware of the values presented in children’s literature works and to examine thequality of these values. Values contain both universal and national aspects. As a matter of fact; each country has its own national values and, in order to protect them, shapes its national educational purposes according to those national values. When a child accesses children’s literature works through her/his listening or reading skill; it becomes more and more definite for her/him to acquire target values, thus, to learn and educate her/himself and to determine the values that s/he will have for life. In this study; contributions of the translated novels prepared for 6-10-year-old children to their values education were determined. The research subject of the study is a collection of stories from 17 countries, one from each country, intended for 6-10-yearold children. In order to determine these stories, the translated children’s literature products found in the “Eğitim Sen Elementary School Children’s Literature Book Catalogue” were listed according to their country of origin. This list was used to create a form and obtain field expert opinions. Schwartz Values List was used to collect the data. The rating was made as percentage distribution. In the analysis of the data; categorical content analysis, a content analysis technique, was used. A total of 869 values were determined in the works examined. 108 of these values were related to power, 55 of them to achievement, 66 of them to hedonism, 55 of them to stimulation, 211 of them to self-direction, 45 of them to universalism, 102 of them to benevolence, 50 of them to traditionalism, 83 of them to conformity and 94 of them to securit.
其他摘要：Çocukların hemen hemen tüm gelişim evrelerinde sözlü ve yazılı edebiyat ürünlerinden faydalanılmaktadır. Çocuklar, okul öncesi döneminde dinleme becerileriyle, okul döneminde ise hem dinleme hem de okuma becerileriyle çocuk edebiyatı eserlerine ulaşmaktad
