This study aims to analyse the "Aslı Hikâye Seti" published in 2021 as part of the ‘’PIKTES Project’’created by the Turkish Ministry of National Education in 2016 within the framework of the basic principles of children’s literature.This project is an initiative that aims to facilitate the adaptation of Syrian students to the Turkish education system by providing various educational resources. In this study, Aslı Hikâye Seti was analysed in order to determine the quality of the resources used in teaching Turkish as a foreign language. Aslı Hikâye Seti consists of 10 story books and each book contains one story. In the study, document analysis method was used. The stories were analysed with descriptive analysis technique. These stories were examined under the headings of "Subject, Heroes, Language and Expression, Visuals and Violence Element". As a result of the study, it was determined that the books in the Aslı Hikâye Seti were appropriate according to the criteria of children's literature subject matter 50%, heroes 70%, language and expression 70%, visuals 60%, and the absence of linguistic and visual violence 100%. As a result, it was determined that Aslı Hikâye Seti was not suitable for the principle of relevance to the child in terms of subject matter and visuals; elements that support the child's creative and critical thinking and enable the formation of artist sensitivity in the child were not included. It was revealed that it was a qualified story set considering the appropriateness of language and narration, the absence of violence and the believability of the changes and developments experienced by the heroes. One of the purposes of writing Aslı Hikâye Seti is to support language teaching, but it is known that the works in this field should be created by adhering to the basic principles of children's literature. In this respect, various suggestions were given as a result of the study.

Teaching Turkish to foreigners, children's literature, Aslı Hikâye Seti.