This study investigates the attitudes, behaviors, and views about the rights of the child of early childhood education (ECE) teachers in Turkey. A mixed-method sequential transformative design was used, and 205 ECE teachers’ attitudes towards children’s rights were analyzed using a quantitative questionnaire. Ten of these ECE teachers were then observed, and their views in terms of the rights of children were elicited through interviews. According to the findings, teachers’ attitudes toward the rights of the child were positive; however, their behaviors and views were not compatible with most of these rights. While teachers were sensitive to the right to protection, they did not meet the requirements of the rights to development, growth, and participation or the principles of best interest and non-discrimination. Educating teachers about the rights of the child plays an important role in enhancing children’s learning and the application of these rights. To support these rights, teachers need to properly understand the rights of the child, how to protect them, and how to reflect these rights in their practices.

本研究调查了土耳其早期儿童教育（ECE）老师对儿童权利的态度，行为和观点。使用混合方法顺序转换设计，并使用定量调查表分析了205名ECE教师对儿童权利的态度。然后观察了其中的10名ECE教师，并通过访谈得出了他们对儿童权利的看法。根据调查结果，教师对儿童权利的态度是积极的。但是，他们的行为和观点与大多数这些权利不相容。尽管教师对保护权很敏感，但他们不符合发展权，增长权和参与权或最佳利益和不歧视原则。对教师进行有关儿童权利的教育在增进儿童的学习和这些权利的应用方面起着重要作用。为了支持这些权利，教师需要正确理解儿童的权利，如何保护儿童以及如何在实践中体现这些权利。