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This study concerns the importance of preventive implementations for physical, psychological, and sexual child abuse through curriculum. Therefore, the study has examined the interpretations of primary education teachers on one of the attainments of Safe Life unit in Life Sciences course that has been recently revised and put into force for 2017-2018 academic year. 12 volunteer primary education teachers participated in the study. The study was conducted with phenomenology design of qualitative research method. Semi-structured interview forms were developed and applied by the researcher as the data collection. The data were transcribed first and then analyzed through descriptive and content analysis. The findings have highlighted that most of the teachers have not associated the objective with child abuse issue, on the contrary, they have interpreted it as a precaution for physical harms and damages (accidents, injuries, wounds, etc.) and communication in respect (asking for permission before speaking, behave respectfully to elders, etc.). Additionally, teachers have mentioned that they have not been in any training either in pre-service or in-service education related to child abuse. It has been noticed that child abuse issue has not been properly touched upon in educational field. It is hoped to draw attention to the topic in education with this study. Extended English summary is in the end of  Full Text  PDF (TURKISH)  file . Ozet Bu calismada cocuklarin fiziksel, psikolojik ve cinsel istismarina yonelik onleyici uygulamalarin ogretim programlarinda yer almasinin onemi arastirilmistir. Bu kapsamda 2017-2018 egitim-ogretim yili itibari ile yururluge giren revize edilmis hayat bilgisi ogretim programi icerisinde yer alan “Guvenli Hayat” unitesinin bir kazaniminin sinif ogretmenleri tarafindan nasil yorumlandigi arastirilmistir. Calisma 12 sinif ogretmeni ile nitel arastirma yontemlerinden olgubilim (fenomenoloji) deseni ile yurutulmustur. Calisma sirasinda “yari yapilandirilmis gorusme formu” kullanilmistir Gorusme sonunda yaziya aktarilan veriler betimsel ve icerik analizi yontemi ile incelenmis ve bulgular degerlendirilmistir. Elde edilen bulgulara gore ogretmenlerin buyuk bir cogunlugu kazanimi fiziksel guvenlik (kaza, yaralanma, guvenli oyun alanlari vb.) ve saygili iletisim (soz alma, buyuklere saygili olma vb.) cercevesinde yorumlamis ve cocuk istismari ile iliskilendirmemistir. Ogretmenler ilgili konuda hic egitim almadiklarini da belirtmislerdir. Bu calisma sonucunda egitim alaninda cocuk istismari konusunda yeterli bir farkindalik olmadigi fark edilmis ve egitim alaninda onleyici uygulamalara yonelik farkindalik olusturulmasi icin onerilerde bulunulmustur.

journal of human sciences

Examination of primary education teachers’ opinions on child abuse in life science course objectives&lt;p&gt;Hayat bilgisi dersi kazanımlarında çocuk istismarına ilişkin sınıf öğretmenlerinin görüşlerinin değerlendirilmesi