Preschool Education Department Research Articles

Program for the Implementation of the All-Russian Complex “Ready for Labor and Defense” 1st Stage in the System of Physical Education of Children Aged 6–7 Years

Introduction. The article is devoted to the problem of implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage in the system of physical education of children aged 6–7 years. Methodology. The purpose of the article is to present an innovative program for preparing children aged 6–9 years to participate in testing according to the standards presented in the All-Russian complex “Ready for Labor and Defense” of the 1st stage at the Department of Preschool Education of the State University of Education, developed on the basis of monitoring the results of physical fitness of senior preschool children in 18 regions of the Russian Federation, analysis of practice and scientific research on this topic, a survey of teachers, students, parents from 18 regions of the Russian Federation. Results. General patterns were identified, consisting in the discreteness of preparatory physical education and sports events, the lack of consistency, strategic planning, centralized monitoring of the effectiveness of this type of activity in the system of physical education of children aged 6–7 years. For the consistent and targeted construction of work and interaction of subjects of educational relations integrated into the system of preparation for the implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage, the State University of Education has developed the Program for the implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage in the system of physical education of children aged 6–7 years. Conclusions. The innovative effect of the program is achieved through modeling the relevant goal areas of the organization of preparation for the implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage in the system of physical education of children aged 6–7 years: scientific and experimental activities; innovative activities on the basis of basic departmental educational organizations of preschool and primary levels of basic general education; scientific and methodological support for teachers of basic departmental educational organizations; organization of educational and educational activities with students aged 6–7 years; tutor support for students under the Program for the implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage in the system of physical education of children aged 6–7 years; interaction with social partners; education and psychological and pedagogical support for parents.

Exploring Prospective Preschool Teachers’ Argumentation Skills on the Greenhouse Effect

The purpose of this study is to explore the degree to which prospective preschool teachers can develop arguments regarding the main contributors to the greenhouse effect, the intensity of the phenomenon across the earth’s surface and the consequences of global warming caused by the constant increase of the greenhouse effect. Participants were 93 students (prospective teachers) who had been provided with a number of data in order to be able to articulate claims and to develop reasoning to support them. Students’ argumentation components were categorized according to their content suitability, and relevant paths from data to claims were constructed. Results provide evidence for the capability of students to develop arguments based on the information and data available to them, revealing a number of misunderstandings in relation to the greenhouse effect and insufficient reasoning regarding their argumentation skills. Relevant improvements that could take place in preschool education departments and implications for science education are also discussed.

The Views of Kazakh Teacher Candidates on Children's Rights

This research aims to examine the awareness of child rights among students at a state university in Kazakhstan. The study aims to measure the level of knowledge future educators have on child rights. Qualitative research methods were used in the study, and semi-structured interviews were conducted for comprehensive data collection. The interview form used was a semi-structured interview form called "Preschool Teachers' Awareness of Child Rights Form", developed by the researchers. The research was conducted on a sample of 20 students from the university's preschool education department, and interviews were conducted specifically on child rights awareness. Descriptive analysis, a method of qualitative data analysis, was used to interpret the collected data. The results of the research showed that the students' levels of awareness varied, and a significant percentage had in-depth knowledge about the international child rights frameworks established by UNICEF. However, deficiencies were identified in their understanding of how these rights are applied in educational settings. The study emphasized the role of the curriculum in increasing awareness and suggested areas for improvement. In light of the findings, various recommendations were presented, such as incorporating comprehensive modules on child rights into teacher education curricula and organizing continuous professional development sessions for in-service teachers. Additionally, it was emphasized that workshops and seminars at the university level should be organized to address the identified knowledge gaps.

Sınıf Öğretmenlerinin Müzik Okuryazarlık Düzeylerinin İncelenmesi

The aim of this study is to examine the music literacy levels of primary teachers. In line with this objective, it is considered that assessing the music literacy levels of primary teachers according to diverse factors is crucial for enhancing the quality of the education provided. The study employed the relational survey model, which is one of the non-experimental quantitative research methods. The research sample consisted of 337 primary teachers who work in the urban and rural areas of Ağrı, Ardahan, Iğdır, and Kars provinces, located in the Eastern Anatolia region. Data were collected through the “Music Literacy Scale to Preschool and Elementary School Education Department” and a personal information form. The results showed that the music literacy of primary teachers was at an intermediate level. Demographically, the variables of gender, employment province, and the number of semesters involving music education in their undergraduate studies did not make a statistically significant difference. However, the variables of age, seniority, adequacy of music education received in the undergraduate period, having extracurricular music education beyond the undergraduate study, and receiving a music certificate during or after the undergraduate study made significant differences.

FEATURES OF THE IMPLEMENTATION OF THE PROFESSIONAL STANDARD "HEAD (DIRECTOR) OF PRESCHOOL EDUCATION INSTITUTION": MODERN VECTOR

In the article, the author analyzes the current state of the problem of implementation of the professional standard "Head (Director) of Preschool Education Institution", analyzes the current regulatory documents; conducts all-Ukrainian monitoring of the implementation of the Professional Standard in educational institutions, analyzes the directions of implementation at all levels. Priority forms and methods of implementation were identified. The components of the roadmap are designed, the main ways and directions of implementation of the Professional Standard in practice at different levels of education are outlined: state, regional, local, local (preschool education institution) and personal. 
 The tasks for the implementation of the Professional Standard for different target groups are defined: heads of preschool educational institutions, founders of preschool educational institutions, in-service training subjects, centers for professional development of pedagogical workers, professional communities of pedagogical workers, higher education institutions. 
 The results of the online training of regional trainers for 95 people from all regions of Ukraine are presented, including 21 teachers of preschool education departments of higher education institutions, 28 teachers of preschool education departments (laboratories) of postgraduate pedagogical education institutions, 22 specialists of professional development centers for pedagogical workers, 24 heads (directors) of preschool education institutions.
 The article focuses on designing an individual professional development trajectory. All priority areas of activity are interconnected, forming a single through system, creating a continuous process. Effective solutions for the implementation of the professional standard "Head (Director) of Preschool Education Institution" are predicted. The approaches to the professional development of pedagogical workers in the process of implementing the professional standard "Head (Director) of Preschool Education Institution" are substantiated. The results of the training of preschool teachers according to the standard program for the implementation of the professional standard "Head (Director) of Preschool Education" are presented.
 The experience of implementing the Professional Standard in different regions is presented. The further steps of the Professional Standard implementation are determined.

Awareness of Preschool Teachers on the Concept of Well-Being

This study aimed to understand the awareness of preschool teachers about the concept of well-being. The research was carried out using the phenomenology method, one of the qualitative research designs. Seven preschool teachers, each of whom works in schools in different regions of Turkey, were included in the study group, which was determined by the purposeful sampling method, and they did not participate in the training on the subjects that would enable them to know about the concept of well-being. The research data were collected through semi-structured interview form in line with the expert opinions of five faculty members working in preschool education and psychology departments. The descriptive analysis method was used to analyze the collected data. As a result of the findings analyzed by dividing the data into three main sections, which are the definition of well-being, teacher well-being, and child well-being, it was seen that preschool teachers had various knowledge and could comments on the concept of well-being. Also, it was determined that they were unaware of the concept's dimensions and could not handle it with a holistic approach. These findings obtained from the research were discussed, and various suggestions were presented to increase awareness about well-being.

AN INVESTIGATION OF PRE-SERVICE PRESCHOOL TEACHERS' ATTITUDES AND SELF-EFFICACY TOWARDS SCIENCE EDUCATION ACCORDING TO VARIOUS VARIABLES

<p><strong>S</strong>cience education helps individuals understand the events occurring in their environment and the world, starting from their immediate environment. This study aims to determine pre-service preschool teachers' science education self-efficacy and attitudes toward science teaching according to various variables. This research is a descriptive study based on the survey model. The study group of the research consists of 320 pre-service teachers studying at Akdeniz University, Faculty of Education, and Department of Preschool Education. The data of the study were collected through the "Attitude Scale of Preschool Teachers Towards Science Teaching and "Self-Efficacy Scale of Preschool Teachers Towards Science Education. As a result of the study, it was determined that pre-service preschool teachers had positive attitudes toward science teaching and self-efficacy toward science education was high.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0111/a.php" alt="Hit counter" /></p>

ECOLOGICAL FOOTPRINT CONCEPT: A CASE STUDY FROM ANADOLU UNIVERSITY

Quantifying the impact of humans on the environment is very difficult due to its complex nature. An ecological footprint is an effective tool and indicator that quantitatively reveals the impact of human beings on the world while maintaining their vital activities, the cost of living or their burden on nature. In this study, the ecological footprints of 179 teacher candidates studying at Anadolu University Faculty of Education were determined by using an international scale. 34.1% of teacher candidates were in the department of primary school education, 35.2% in the department of pre-school education and 30.7% in the department of special education. The ecological footprint results were given in the categories of date, necessary world, land type, consumption categories, ecological footprint, a carbon footprint and percentage effect of carbon footprint on ecological footprint. According to the results, no significant difference was found between the ecological footprints of teacher candidates based on department and gender (except services footprint). However, the ecological footprint values of the teacher candidates were above the average of Türkiye (p

Federal Educational Program of Preschool Education: Aspects of Management Problems and Solutions

The article presents the main results of a study of scientific, methodological and substantive support for additional professional education of the leaders and teachers of the preschool educational organization on the implementation of federal educational program in the context of the requirements of actual legislation, which are pedagogical innovation for the practice of managing preschool education of the Russian Federation. The authors indicate the problems identified during the analysis of requests and professional difficulties of the leading and pedagogical workers of the preschool educational organization conducted by the Department of Preschool Education in the process of implementing the programs of additional professional education of the heads of preschool educational organization in the context of the Federal Law “On Education in the Russian Federation”, taking into account the Federal Law 304-FL and changes in the federal educational standard of preschool education. As a tool, diagnostic maps presented in the methodological recommendations of the Ministry of Education of the Russian Federation were used. The results of the activities of the department of preschool education on the organizational and methodological support of the practice of developing educational programs of preschool educational organizations are also reflected. As a methodological support of work with children-foreigners, an additional general development program “Russian Language as a Native” was proposed at the innovative sites of the Nizhny Novgorod region. The article presents the partial programs of preschool children developed and implemented in the practice of kindergartens of the Russian Federation: the partial program of spiritual and moral education of children is 5–7 years old “with a pure heart” (published by the Russian Word publishing house, posted in the federal register of educational programs of preschool Education in 2019), the partial program of the patriotic education of children 5–7 years old “Glory will not remain silentˮ. The content of the program is aimed at developing childrenʼs ideas about the Russian army, historical exploits of the defenders of the Fatherland and the education of moral-patriotic feelings and qualities of a person of an older preschool child.

English

The aim of this qualitative study is to investigate experiences of master’s students regarding children’s development of 21st century skills during preschool period in Türkiye. This is a phenomenological study. Purposeful sampling technique was applied in the forms of convenience sampling and criterion sampling. The data for this study was collected from four preschool teachers who were also master’s students attending the Department of Preschool Education at a university in ?zmir, Türkiye during spring 2021-2022. The data were collected through a Demographic Information Form and an Interview Form. Face-to-face interviews were conducted with the participants using a semi-structured interview form, and the data were analysed through content analysis technique. Based on the participants’ experiences regarding the development of 21st century skills of preschool children, all participants’ stated creative thinking techniques as a 21st century skill, and all stated technology based activities as a way of developing children’s 21st century skills. All of them also expressed digital literacy skills of teachers as a teacher quality which develops students’ 21st century skills and expressed family control over children’s usage of technology as a responsibility of families. They all acknowledged that schools' technological infrastructure and conditions are often inadequate for teaching children 21st century skills, and suggested the preparation of an activity guide which teaches 21st century skills to children as a solution. The findings indicate that the participants have some knowledge regarding the development of 21st century skills in children and have designed activities based on this knowledge to help children acquire these skills during their preschool period. However, they faced certain difficulties while designing and implementing these activities. They also all emphasized their experiences regarding children’s acquisition of technological skills. This study aims to reveal the professional experiences of preschool teachers regarding the development of children's 21st century skills, explain the present situation and activities that teachers design, display difficulties encountered during teaching, and explain the needs of preschool teachers.   Key words: preschool period, 21st century skills, master’s students attending preschool education program, experiences.

Promoting creativity in early childhood education.

This study aims to find out the opinions and experience of teachers and teacher candidates on promoting creativity and creative thinking in the early childhood stage within the scope of the current preschool educational program. The method of the study is the basic qualitative research design. The study group consists of 25 preschool teachers employed in the province of Alanya in the city of Antalya, and 25 preschool teacher candidates who were students in their 3rd and 4th year at Akdeniz University, Faculty of Education, Department of Preschool Education. Open-ended questionnaire form was used for getting the opinions of teachers and teacher candidates. The data was analyzed within the principles of content analysis. According to the results of the study, statements on the prominence of creative thinking mainly emphasized the child being able to express her/his emotions and thoughts effectively, developing the child's problem-solving skills, forming cause- effect relationships, and being able to create a different point of view towards events and situations. As for developing creative thinking, the opinions that come to the forefront are going on trips with the children, conducting art activities, focusing on drama activities, conducting science and maths activities based on research, and motivating children to create authentic products with different materials. On the whole, teachers and teacher candidates expressed that the present preschool educational program has positive contributions to promoting creative thinking in children.

OKUL ÖNCESİ ÖĞRETMENLİĞİ ÖĞRETMEN ADAYLARININ ÇOCUKLARLA FELSEFE EĞİTİMİ UYGULAM

Philosophy education practices with children are one of the popular new approaches in which students actively participate, engage in the questioning process, and that they are encouraged to improve their discussion skills. High-level thinking skills such as questioning, critical thinking, problem solving, decision making, and creativity are assessed within framework of the qualities that philosophy education for children seeks to instill in students. When the pre-school period, when students begin to gain their first school experience and basic skills are attempted to be instilled, is considered, it serves as a foundation for their subsequent school life and periods. In this regard, the pre-school period and any qualifications obtained during this time are critical in the development of students. When the teachers of the future, who will provide these qualifications to their students, gain experience and raise awareness on this subject, this would also mean that the teacher candites would also bring professional contribution. In this sense, the aim of this study is to examine the views of pre-school teacher candidates on philosophy education practices with children in detail. The study method was developed in a qualitative pattern within the framework of this purpose. The study group consists of 15 second and third grade students from Karamanolu Mehmetbey University's Education Faculty, Preschool Education Department of the Primary Education Department. A semi-structured interview form was used in the study to obtain teacher candidates' opinions on the practices. The data was analyzed using the content analysis method. When the results were examined, pre-school teacher candidates stated that they had no prior knowledge about the practices of philosophy education with children and that they wanted to apply it with their students when they started the profession. The pre-service teachers also stated that the practices of philosophy education with children aided them and had a positive impact on them. Again, the pre-service teachers emphasized that the practices were beneficial to their personal and professional development, and provided positive contribution to them.

In the Midst of Pandemic: Students’ Opinions on the Teaching Approaches of a Community Dance Module During Quarantine

This study is part of a postdoctoral research on creative teaching approaches of movement expression, to preschool teachers, during pandemic. It examined participants’ opinions on community dance through distance learning. Methodologically, it was an Art Based (ABR), Action Research, which combined alternative forms of expression. In this article, questionnaires and focus group interviews are examined, through qualitative analysis of data. The sample consisted of 88 students of the Pedagogical Department of Preschool Education, of the University of Thessaly, Greece. The results showed that a community dance module, contributed positively to the improvement of participants’ psychological state, due to quarantine and affected the effectiveness of knowledge acquisition.

Türkiye’de Okul Öncesi Dönemde İki Dillilik Üzerine Yapılan Lisansüstü Tezlerin ve Makalelerin İncelenmesi (2007-2021)

İki dillilik, tüm dünyada disiplinler arası çalışmalarla tüm hızıyla çeşitli açılardan araştırılmaya devam eden konuların başında gelmektedir. İletişim ve ulaşımın hızla yaygınlaştığı, ülkelerin ve milletlerin birbirleriyle hiç olmadığı kadar daha fazla iletişime girdiği bir dönemde iki dillilik araştırmacılar tarafından ilgiyle incelenmeye devam etmektedir. Jeopolitik konumu, Avrupa Birliği’ne giriş sürecine uyumlanma politikaları ve yoğun göç alması sonucu, Türkiye’de iki dillilik kavramı ana okulları için de çeşitli açılardan tartışılmaya başlanmıştır. Bu araştırmanın amacı, okul öncesi dönemde iki dillilikle ilgili az araştırmanın yapıldığı ülkemizde 2007-2021 yılları arasında okul öncesi dönemde iki dillilikle ilgili yapılmış lisansüstü tezlerin ve makalelerin kapsamlarını ortaya koymaktır. Bu doğrultuda, yirmi beş lisansüstü tezi ve yirmi bir makaleye ulaşılmış ve bu çalışmalar, “yıllara, yöntemlerine, konularına, örneklem/çalışma grubuna, veri toplama aracına, veri analiz tekniklerine, inceledikleri dillere ve lisansüstü tezlerin yapıldığı bölümlere göre dağılım” değişkenlerine göre incelenmiştir. Araştırmanın sonucunda, 2020 ve 2021 yıllarında daha çok çalışma yapıldığı, vaka incelemelerinin daha çok tercih edildiği, dil gelişiminin çeşitli açılardan incelenmesi konusunun daha çok seçildiği, en çok çocukların örneklem olarak ele alındığı, veri toplama aracı olarak en çok ölçeklerin tercih edildiği, veri analiz tekniği olarak en çok testlerin tercih edildiği, çalışmaların Türkçe-İngilizce dilleri arasında daha çok yapıldığı ve lisansüstü tezlerinde okul öncesi eğitimi bölümünde çalışmaların daha fazla yapıldığı tespit edilmiştir.

The Relationship Between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers

The aim of this study was to examine the relationship between prospective teachers’ 21st century learner skills and their curriculum literacy levels. 476 pre-service teachers studying at the Faculty of Education of a state university in Turkey participated in the study. The relational survey model was adopted in the study. The data were collected through “21. Century Learners Skills Use Scale” and “The Curriculum Literacy Scale”. Pearson Product Moments Correlation Coefficient and regression analysis were performed. The results showed that the 21st century learner skills and curriculum literacy of the participants were at a high level and their 21st century learner skills and curriculum literacy levels did not differ significantly by gender. A significant difference was not found between 21st century learner skills and the department of the participants. However, it was found the curriculum literacy levels were significantly differed by the department. The participants at the pre-school education department were found to have higher levels of curriculum literacy levels. In addition, a significant, moderate and positive relationship was found between the participants’ 21st century learner skills and curriculum literacy. Finally, 21st century learner skills predicted program literacy levels in a statistically significant way.

UNKNOWN MANUSCRIPTS OF SOFIA RUSOVA

The article highlights the newly discovered in the Central Archives of the highest authorities of Ukraine handwritten materials, the author of which is a prominent figure of the Ukrainian national liberation movement, one of the founders of the Ukrainian national education Sofia Rusova. The materials were found in the collection of the Ministry of Education of the Ukrainian People's Republic and the Ukrainian Hetmanate.The revealed works are devoted to the introduction of excursions in the educational process, in particular in the study of geography ("Winter Excursions in Primary School") and in extracurricular work (draft plan of the advisor on the organization of excursions). The participation of Sofia Rusova in the development of the curriculum of the Ukrainian school in geography, her activity on the creation of the excursion department of the Department of extracurricular education and preschool education of the Ministry of Education in 1917-1919 is highlighted. The main ideas of S. Rusova on the introduction of winter excursions in primary school, their educational potential, objects for display. The ideas of S. Rusova, set out in the draft content of the guide for excursion organizers. It is determined that Sofia Rusova stood at the origins of educational tourism in the Ukrainian school and was one of the founders of the tourist and local history direction of out-of-school education in Ukraine.

SOCIAL FORMATION OF A CHILD OF PRESCHOOL AGE WITH PSYCHOPHYSICAL DISORDERS AS A SOCIAL PEDAGOGIC PROBLEM

The purpose of the article is to highlight the intermediate results of research work on the creation of an author’s program of systemic influence on all participants of the educational process of working with a special category of children. The relevance of the issue from the standpoint of the main principles of inclusive education, which realizes the equality of the rights of every person to obtain an education with further socialization, is proven. The methodological principles of correctional education, which determine the main patterns of development and upbringing common to all categories of children with psychophysical characteristics, are specified. Methods of research apllied: analysis, generalization, systematization for the researching of scientific literature on the issue under consideration. The conditions for successful socialization of persons (including those with including those with psychophysical disabilities) are formed: combining into a single system all social and pedagogical infrastructures, creation of a social and pedagogical system of an open type, deepening educational work among parents educators, and the public on the specifics of working with children with psychophysical disabilities, creation of programs, technologies (forms, methods implementation of ideas) of the organization of real life activities of those subjects who require help, support and protection; development of new programs and filling them with content. The list of compensations for lost and damaged functions that ensure the restoration or replacement of lost or impaired functions is systematized: active social environment, own desire, volitional efforts, etc. The results of the work of teachers of the Dnipropetrovsk region and scientists of the Department of Preschool Education of Kryvyi Rih State University with preschoolers with psychophysical disorders are represented: expansion of network of specialized educational institutions, opening of the Department of Correctional pedagogy, strengthening the material base, increasing platforms for the exchange of experience exchange.

OKUL ÖNCESİ EĞİTİMİ ÖĞRETMEN ADAYLARININ GİRİŞİMCİ KİŞİYE DAİR STEREOTİPİK DÜŞÜNCELERİNİN BELİRLENMESİ

Bu çalışmada, okul öncesi eğitimi öğretmen adaylarının girişimci ve girişimciliğe ait algılarını tanımlamak için “Okul öncesi eğitimi öğretmen adaylarının girişimci kişiye dair stereotipik düşünceleri nelerdir?” sorusuna cevap aranmaktadır. Araştırma, 2021- 2022 eğitim öğretim yılında Türkiye'de bir devlet üniversitesinde Okul Öncesi Eğitimi Öğretmenliği bölümünde okumakta olan 47 tane dördüncü sınıf öğrencisi ile yürütülmüştür. Katılımcılarla “Girişimci Çiz” ölçeği verilerek 15 dakika süre içerisinde bu ölçeği doldurmaları istenmiştir. Sonuçlar, “Girişimcilik Yetkinlikleri Çerçevesi” (The Entrepreneurship Competence Framework - EntreComp) rubriği ile analiz edilmiştir. Bulgular, okul öncesi öğretmen adaylarının girişimcilik algıların düşük düzeyde kaldığını göstermektedir. Katılımcıların girişimci kişiye dair steoritipik algılarında, çok yoğunluklu olarak finansal sonrasında sosyal ve en az yoğunluklu olarak da innovative girişimcilikte olduğu görülmüştür. Okul öncesi öğrencilerinin girişimciliğe dair algılarının ve farkındalıklarının arttırılması için öğretmenlerin yeterli eğitimi lisans düzeyinde almaları gerekmektedir.

Teaching Approaches for Preschool Teachers Through Community Dance During Pandemic. An Art-Based Research

This study is part of a postdoctoral research on creative teaching approaches using movement/dance didactic to potential preschool teachers, through distance learning. The aim was to associate the multiplicity of distance education with holistic learning of an experiential nature, during the pandemic and in a state of confinement. Methodologically, it was an Art Based Research (ABR), which utilized alternative forms of expression. The sample consisted of 88 students of a pedagogical department of preschool education, in Greece. The results showed that this research contributed positively to the rebirth of new teaching approaches, which illuminate the connection between art and education and enhance the holistic education of teachers.

Is an Online Creative Drama Lesson Possible? Preschool Prospective Teachers’ Opinions on the Effectiveness of Online Creative Drama Lessons

This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well. Regarding the results obtained in the end of the study, it can be concluded that all the said elements were successfully reflected in the lessons. So, teachers can apply drama processes online in their classes and drama researchers can conduct studies regarding the effects of online drama lesson on different learning stages.