Abstract
The main purpose of the research is the evaluation of the pre-school education program according to CIPP (context, input, process, and product) model belongs to Stufflebeam. Parallel design form mixed research methods was used in the research. Quantitative data of the research were collected from 122 preschool teachers working in public or private schools in 2019 – 2020 academic years. Qualitative data were collected from 10 pre-school teachers via an online interview with the help of a semi-structured interview form. In the research, ‘Preschool Education Program Evaluation Scale’ and ‘semi-structured interview forms’ prepared by the researchers were used as data collection tools. As a result of the study, it was revealed that the teachers stated the most negative opinions in the context dimension. Teachers stated that there is not enough equipment to organize learning centers in this dimension, and the physical characteristics of schools are not sufficient for pre-school education. Although generally positive opinions were expressed in the input dimension, it was revealed that the individual differences of the children and the family factor were not taken into account in the program. Finally, when we look at the product dimension, it was stated by the teachers that preschool education facilitates the school orientation of children and is effective in preparing children for primary school, but pre-school education is not effective in solving the problems arising from the family.
Highlights
As soon as individuals open their eyes to the world, they make an effort to learn
Through the rich and active learning experiences of children attending pre-school education institutions; a pre-school education program has been developed to ensure that their development reaches the highest level in the areas of motor, social and emotional, language, and cognitive development, that they gain self-care skills and that they are ready for primary school education (MoNE, 2013)
The harmony between the studies of these two researchers who made the analysis was determined as .72. Since this value is above the coefficient of .70, it is understood that the data are reliable (Yıldırım & Şimşek 2018). In this part of the study, the CIPP model of the preschool education program was adopted and the findings obtained from the data collected from the evaluations made by the preschool teachers and the content analysis of the interviews were made with the help of a semi-structured interview form
Summary
As soon as individuals open their eyes to the world, they make an effort to learn. He has a desire to learn by questioning his surroundings with his innate sense of curiosity. Through the rich and active learning experiences of children attending pre-school education institutions; a pre-school education program has been developed to ensure that their development reaches the highest level in the areas of motor, social and emotional, language, and cognitive development, that they gain self-care skills and that they are ready for primary school education (MoNE, 2013) This program prepared by the Ministry of National Education, is flexible and spiral, has the characteristic of being balanced and game-based prioritizes learning by discovering, cares about the development of creativity, cares about daily life experiences and family participation, and has adopted a versatile evaluation process. The Context, Input, Process, and Product (CIPP) model proposed by Stufflebeam will be used In this research, this model was used because evaluation has an ongoing nature and to handle the pre-school education program in a versatile and comprehensive way (Sholihah, Purnawirawan, & Puspita, 2020). In this study, an answer was sought to the question of what are the opinions of preschool teachers in terms of context, input, process, and product?
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