Abstract
This study aims to examine pre-school teachers' views about the policies made in Turkey for the development of pre-school education between the years 2000-2019. In line with the purpose of the study, phenomenological research, one of the qualitative research methods, was used. In the study, semi-structured interview questions were determined as a data collection tool, and the study was carried out with 25 pre-school teachers. When the results of the data analysis are examined, it is stated that the prevalence of pre-school education has increased as a result of the policies made by teachers. In this direction, the resources for pre-school education are provided, and the child is taken to the centre of education due to the education policies. However, it was stated that different problems (such as education periods, lack of auxiliary personnel, lack of materials in the classrooms, excess classroom sizes) were observed in the following years, and policies should regulate these. Suggestions were made in line with the findings of the study.
Highlights
Education is one of the essential processes that build the future of a society in line with the goals of that society
Meeting the needs of the child, supporting his/her development in all aspects and ensuring that he/she is prepared for life in the best way can be achieved with a qualified pre-school education that will be offered to him/her in these early years, and pre-school education is vital for the child's healthy development in all areas (Aslanargun & Tapan, 2015; Gültekin-Akduman, Günindi, & Türkoğlu, 2015; Kalkan & Akman, 2009; Simsar, 2021a)
How do you evaluate the policies in the field of pre-school education after 2000?
Summary
Education is one of the essential processes that build the future of a society in line with the goals of that society. Pre-school education, the first step of education, is the day the child is born to the day he starts primary education. In this process, the child's physical, cognitive, social, psychomotor and language development is completed to a large extent. Many difficulties may be encountered, the upbringing of the child may be left to chance, and the child may be harmed without realizing it. From this point of view, the education is given in the preschool period, which includes many critical periods, is very important (Aral, Kandır, & CanYaşar, 2003)
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