Pre-School Educational Process of Turkey (original) (raw)
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Investigation of the Graduate Thesis Related to the Preschool Education Program in Turkey
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An individual who starts education in domestic environment continues with this period at educational institutions. The qualities of educational institutions make clear distinctions in children's learning. This is a comparative study aiming to examine different variables regarding the institutions offering daily care and education, age span to attend these institutions, the curriculum, compulsory education, evaluation techniques and service duration in Turkey and in the member countries of European Union. It is a descriptive study to determine the existing situation. The findings reveal that while the compulsory education starts between the ages 4-5 in most of the EU countries, children receive pre-school education between the ages 3-6.
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The pre-school period is an important period in which significant progress is made in the development of the child and the construction of the future is made. Pre-school education has always been important in Türkiye and different studies have been carried out in each period. These studies have focused on the value and importance given to the child. As a matter of fact, before Turkey become a republic country in 1923, the child was seen as an important person who would shape the future and the importance of the family was emphasized in the education of the child. Before the Republic, different educational institutions were opened for the education of children. These developments continued in the Seljuk period and the early periods of the Ottoman Empire. After the proclamation of the Republic, primary education was given more importance due to the conditions of the country. Initiatives for the education of children were discussed in development plans and National Education Councils. ...
An Examination of Articles Published on Preschool Education in Turkey
This study aims to examine articles published in Turkey on Preschool Education both in terms of subject and method. Sample of the study based on document analysis in qualitative method consists of seven Turkey-based journals indexed in SSCI (Social Science Citation Index) and 10 journals indexed in Turkish Academic Network and Information Center (ULAKBIM). Descriptive statistics related to selected articles were first provided and then evaluations made through criteria form developed according to “Criteria for Evaluating Studies in Social Sciences” that Kırcaali-İftar edited from Gay and Airasian were provided. Among the journals examined are “Educational Sciences: Theory & Practice” and “Elementary Education Online” journals in which most articles on preschool education were published. Journals examined were classified into five categories based on their subjects. Most of the studies in the selected articles focused on “education in preschool education grade”. Among these articles, articles focusing on “language teaching, games and science teaching” were examined. Most of the studies were descriptive studies. Questionnaires/scales, interview forms and tests were used as data collection tools and parametric analyses were used in data analysis. There is not any problem in reporting aims, results and suggestions parts of the studies, however, there are serious problems in model, population, sample, reliability and validity and data analysis of the studies examined and there is not any information related to representation rate of sample in the population. Also, while there is information regarding the reliability, there is not sufficient information on validity of studies.
Examining the Preschool Educational Institutions in European Union Countries and in Turkey
Procedia - Social and Behavioral Sciences, 2012
An individual who starts education in domestic environment continues with this period at educational institutions. The qualities of educational institutions make clear distinctions in children's learning. This is a comparative study aiming to examine different variables regarding the institutions offering daily care and education, age span to attend these institutions, the curriculum, compulsory education, evaluation techniques and service duration in Turkey and in the member countries of European Union. It is a descriptive study to determine the existing situation. The findings reveal that while the compulsory education starts between the ages 4-5 in most of the EU countries, children receive pre-school education between the ages 3-6.
Preschool education in Turkey in the European Union process
Procedia - Social and Behavioral Sciences, 2010
Turkey, a candidate for full membership in European Union, aims to raise standards of education system to European countries level. Turkish education system in this direction to achieve their goals in all aspects, from preschool to university education is required to make new arrangements. Collecting data related to European countries education systems to determine the status of education system in Turkey will be accurate approach for the work to be done in process of accession to European Union. In this study, it is aimed to investigate the current status of preschool education in Turkey and in European Union member countries.
The aim of this study was to investigate primary school teachers' opinions regarding the importance and functions of preschool education, the transition process from preschool education to primary education, and children's problems related to school transition processes. First, teachers were asked to complete the Primary School Teachers' Views about Early Childhood Education Scale (N=200). In addition, 15 primary school teachers were interviewed. The results showed that there was a significant mean difference in teachers' opinions in terms of age and the department that they graduated from whereas there was not a significant mean difference regarding gender. The interview findings revealed that primary school teachers supported the efforts to expand early childhood education. They mentioned the importance of early childhood education on children's development. In addition, primary school teachers' expectations and comments related to early childhood education and applications were presented SUMMARY Purpose and significance: Information and skills gained by children in preschool education are the basis of their primary education. However, they may have some adaptation problems while they are transitioning into primary education from the education environment to which they have been accustomed. The importance of harmony and integrity between preschool and primary school is vital in order to accommodate an easy transition from the preschool education to primary education . In order to realize an effective transition for students, preschool and primary school teachers need to interact with one another and share information (CDE, 1997). The interaction between the primary school teacher and preschool teacher ensures the integrity and harmony between the two programs on the one hand and, on the other, allows the tracing of child development and learning process. In this regard, it is thought that knowing the opinions and expectations of primary teachers about the preschool education and primary education programs would be useful to facilitate this transition. The main purpose of this study is to investigate primary teachers' opinions on early childhood education and then present primary teachers' expectations and comments regarding preschool education and applications in Turkey. Method: The study was conducted by using survey research design. There were two different participant groups. The first group of the primary teachers (N= 200) participated in the pilot study of the scale. The second group of the primary teachers (N=200) responded to the final version of the scale. In addition, 15 teachers were interviewed. Results: The findings revealed that there was a significant mean difference in teachers' opinions in terms of age and the department that they graduated from whereas there was not a significant mean difference regarding gender. The interview findings revealed that primary teachers indicated the importance of preschool education on children's development and school readiness. According to teachers' responses, children who had enrolled in preschool had different school transition problems than those who had not attended preschool.
Jurnal Cita Hukum
Early childhood education is a very important period for the education and development of the child. Many critical stages in the mental, physical and spiritual development of the child take place in this period. In addition, the gains to be obtained in this period form the basis of the child's education and academic development. Today, while the prevalence of early childhood education is close to 100% in many developed countries, this is not at the desired level in the countries that make up the Turkish World. The aim of this study is to examine the early childhood education in a comprehensive manner in independent Turkish states. In this context, as working group; Azerbaijan, Kazakhstan, Kyrgyzstan, Cyprus, Turkey, and Uzbekistan's document analysis related to early childhood education was carried out adhering to the title specified in the data collection tool. Historical analysis, one of the qualitative research methods, was used in the study. According to the data obtaine...
Awareness of Early Childhood Period Workshop in Turkey: Current Situation, Results and Suggestions
Turkish Online Journal of Qualitative Inquiry
The purpose of this study is to examine the opinions, suggestions and findings of the report emerged as results of Awareness of Early Childhood Period Workshop organized by Association for the Development of Early Childhood Education in Turkey that is the representative of OMEP in Turkey. The topics covered in the workshop concerning early childhood are education, migration, neglect and abuse, values and family in social context. Discussions were held in the groups based on these topics to identify problems and offer solutions to current problems. Document review from one of the qualitative research methods was used to examine the report. The report was analyzed by content analysis. Based on these they were coded and themes were created. These themes were "Problems-Suggestions on the Functioning of the State and Institutions", "Problems and Suggestions from Individuals", "Problems-Suggestions Based on Society". Findings showed that there are limitations in Turkey in terms of reaching facilities in early childhood so poor or/and immigrant children have become even more limited in this respect. In addition to this, it was emphasized that there are inadequacies in teacher training institutions and in the quality of teachers and various suggestions were given about the studies to be done in order to increase teacher training system and teacher quality. Various solutions and models have proposed in order to realize implementations taking high benefit of children into consideration.