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Journals / Uluslararası Eğitim Araştırmacıları Dergisi / 2026 / Cilt: 9 Sayı: 1

Children’s Conceptions of Power within French and Raven’s Bases of Power Framework

French ve Raven’ın Güç Temelleri Kuramı Çerçevesinde Çocukların Güç Kavrayışları

Ahmet Karakaş(Kilis 7 Aralık Üniversitesi)0000-0003-2624-4356
Vakkas Yalçın(KILIS 7 ARALIK UNIVERSITY)0000-0002-8571-9203
Hızır Dinler(KILIS 7 ARALIK UNIVERSITY)0000-0003-3144-6649
Pages
22–33
Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that children’s perceptions of power are predominantly shaped around themes of physical superiority and control; however, some children also define power as a protective, helping, and moral attribute.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine the meanings preschool children attribute to the concept of “power” within the framework of a phenomenological approach.
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Key Findings & Data:Overall, the findings demonstrate that children’s perceptions of power are closely related to their developmental, social, and emotional experiences.
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Conclusion & Impact:The findings indicate that children’s perceptions of power are predominantly shaped around themes of physical superiority and control; however, some children also define power as a protective, helping, and moral attribute.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Güç · çocuk · okul öncesi dönem

Abstract

This study aims to examine the meanings preschool children attribute to the concept of “power” within the framework of a phenomenological approach. The research seeks to reveal how children construct power not only as a physical attribute but also through multidimensional experiential domains such as control, protection, fear, and helping. The study group consists of children attending a preschool education institution and was determined using criterion sampling. Data were collected through semi-structured interviews, and the obtained data were analyzed in accordance with the phenomenological data analysis process, including open coding, theme development, and interpretation. The findings indicate that children’s perceptions of power are predominantly shaped around themes of physical superiority and control; however, some children also define power as a protective, helping, and moral attribute. Overall, the findings demonstrate that children’s perceptions of power are closely related to their developmental, social, and emotional experiences. The results of the study offer important educational implications regarding how the concept of power should be addressed in preschool educational settings.

Özet

Bu çalışma, okul öncesi dönem çocuklarının “güç” kavramına yükledikleri anlamları fenomenolojik yaklaşım çerçevesinde incelemeyi amaçlamaktadır. Araştırma, çocukların gücü yalnızca fiziksel bir özellik olarak değil; kontrol, korunma, korku ve yardım etme gibi çok boyutlu deneyim alanları üzerinden nasıl yapılandırdıklarını ortaya koymayı hedeflemektedir. Çalışma grubu, ölçüt örnekleme yöntemiyle belirlenen ve okul öncesi eğitim kurumuna devam eden çocuklardan oluşmaktadır. Veriler, yarı yapılandırılmış görüşmeler aracılığıyla toplanmış; elde edilen veriler fenomenolojik veri analiz sürecine uygun olarak açık kodlama, tema oluşturma ve yorumlama aşamalarından geçirilmiştir. Bulgular, çocukların güç algılarının ağırlıklı olarak fiziksel üstünlük ve kontrol temaları etrafında şekillendiğini; ancak bazı çocukların gücü koruyucu, yardım edici ve ahlaki bir özellik olarak da tanımladığını göstermektedir. Elde edilen bulgular, çocukların güç algılarının gelişimsel, sosyal ve duygusal deneyimlerle yakından ilişkili olduğunu ortaya koymaktadır. Çalışma sonuçları, okul öncesi eğitim ortamlarında güç kavramının nasıl ele alınması gerektiğine ilişkin önemli eğitimsel çıkarımlar sunmaktadır.

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Cite This Article

Karakaş, A., Yalçın, V., Dinler, H. (2026). Children’s Conceptions of Power within French and Raven’s Bases of Power Framework. Uluslararası Eğitim Araştırmacıları Dergisi, Cilt: 9 Sayı: 1, 22–33. https://doi.org/10.52134/ueader.1873318

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