Abstract
<p style="text-align:justify">This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers’ ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature which will enable to conduct further research in the field. This study was designed in a general survey model. The study included normally developing 619 36-72 month-old preschoolers attending to nursery classes and kindergartens affiliated to Afyonkarahisar Ministry of National Education in 2015-2016 academic year. The validity and reliability studies of the data obtained following the implementation of TRS-EAC, was completed. The Cronbach Alpha, split half test, test-retest reliability of the scale and its subscales were measured. TRS-EAC was found to be valid and reliable for 36-72 month-old children. It can be considered that the various studies that can be used TRS-EAC in Turkey will provide important contributions to the measurement power of this test.</p>
Highlights
With technological and scientific changes and developments in the world, expectations in education are changing
Diperna, Missall and Volpe (2014) developed Teacher Rating Scales of Early Academic Competence (TRS-EAC) by conducting the reliability and validity study in which the form was filled for 440 children by the 60 teachers in official pre-school institutions in USA where Head Start Program was applied
TRS-EAC has been developed by conducting the reliability and validity study in which the form was filled for 440 children by the 60 teachers in official pre-school institutions in USA where Head Start Program was applied
Summary
With technological and scientific changes and developments in the world, expectations in education are changing Pre-school educational institutions support social development of children in this period and contribute development of skills of children such as sharing, cooperating, problem solving, decision-making. Gaining all these skills supports early period academic competence gains in children (Kokko, Tremblay, Lacourse, Nagin & Vitaro, 2006; Veenstra et al, 2008)
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