Bu arastirmada, okul öncesi egitimde proje yaklasimi uygulamalarinda çocuklarin, temel bilimsel süreç becerilerini kullanip kullanamama durumlarinin belirlenmesi amaçlanmistir. Belirlenen amaç dogrultusunda arastirmaci tarafindan iyi örnek niteliginde gelistirilen 6 projenin, Foça Belediyesi Çocuk Evinde 4-5-6 yas gruplarinda sinif ögretmenleri tarafindan uygulanmasina rehberlik edilmistir. Arastirmanin verilerini uygulanan projelerin baslangiç, gelisme ve sunum asamalarindan elde edilen “3600 fotograf, video, resim, kavram agi, grafik, deney, oyun, yaratici sanat çalismasi, anket, albüm, aile katilimi çalismasi, sunum belgeleri” ve benzeri gibi dokümanlar içerik analizi ile çözümlenmistir. Arastirmada, temel bilimsel süreç becerilerini kapsama durumlarina yönelik olarak nitel arastirma desenlerinden içerik analizi teknigi kullanilmistir. Bu arastirmada uygulanan “su, saat, ekmek, kagit, poset, top”, konulu projelerin tümünden elde dilen bulgular çocuklarin, yas gruplariyla orantili olarak, temel bilimsel süreç becerilerinin her birini pek çok kez tekrar ederek kullandiklarini göstermektedir. Elde edilen bu sonuçlar ile okul öncesi dönem çocuklarinin dogrudan dahil olduklari proje çalismalarinin onlarin temel bilimsel süreç becerilerini kullanmalarini destekledigi, dolayisi ile proje yaklasimi uygulamalarinin temel bilimsel süreç becerilerinin kullanimini kapsadigi söylenebilir. Erken yaslardan itibaren temel bilimsel süreç becerilerinin kazanilmasinin, ileride bütünlestirilmis süreç becerilerinin kazaniminin bir ön kosulu oldugu göz önüne alindiginda temel bilimsel süreç becerilerinin her birini kapsayacak proje yaklasimi uygulamalarindan siklikla yararlanilmasi önerilmektedir.

Bu arastirmanin amaci okul öncesi ögretmenlerinin pedagojik matematik içerik bilgileri ile sinif içi uygulamalarinda kullandiklari matematik dili arasindaki iliskiyi tespit etmektir. Arastirmanin örneklemini, Eskisehir ilinde Il Milli Egitim Müdürlügüne bagli anaokullarindan uygun örnekleme yöntemiyle seçilmis iki bagimsiz anaokulundaki 21 ögretmen olusturmaktadir. Ögretmenin sinif içinde matematik dilini kullanma sikligini belirlemek için Klibanoff ve digerlerinin (2006) kategorileri kullanilmistir. Ardindan veri toplama araci olarak “Okul Öncesi Matematiksel Pedagojik Içerik Bilgisi (OMPIB) Ölçme Araci” kullanilmistir. Elde edilen veriler frekans, parametrik olmayan testlerden Kruskal Wallis Testi ve Sperman Korelasyon Testi ile analiz edilmistir. Arastirma sonucunda ögretmenlerin sinif uygulamalarinda matematik dilini kullanma sikliklari ile pedagojik matematik puanlari arasinda anlamli olmayan düsük bir iliski oldugu sonucuna ulasilmistir. Ögretmenlerin pedagojik matematik puanlari ve matematik dilini kullanma sikliklarinin mesleki deneyimlerine göre degismedigi bulunmustur. Ayrica ögretmenlerin daha çok sayma ve sayi sembollerine iliskin matematik dili kullanmayi tercih ederken, hesaplamaya yönelik matematiksel dilin kullanilmadigi görülmüstür. Ögretmenlerin deneyim yillarina göre sinif içinde matematik dilini ilk yillarda az, 6-10 yillar arasinda daha çok kullanildigi ve ilerleyen yillarda yeniden bu kullanimin azaldigi bulunmustur.

The Early childhood is a rapid period of development of human life and is considered to be the most important years of life due to acquisition of many qualifications and the permanence of these competences in the ensuing years. For this reason, the programs and practices developed for these years of education have a profound effect on children. In this context, the present research aims to evaluate the publications in the context of sustainable development for early childhood education in Turkey. The research was structured as a qualitative study because it included an evaluation according to certain criteria for publications, and document analysis method was used. The data set of the study constitutes publications originating in Turkey on sustainable development for early childhood education. Content analysis was performed by creating categories according to qualitative research methods of the research data set and qualitative analysis of document review publications. The analysis of the data set of the research demonstrates that there is few research studies conducted, however; in recent years, the number of research studies has dramatically increased in number, and a large majority of these studies are in the form of papers that aim to examine the level of awareness. In addition, it has been determined that the research on which the children are identified as the sample is high and both quantitative and qualitative research methods are frequently used.

The aim of this study is detecting parent’s, who have 3-6 ages of children, knowledge and usage level of these systems, and their protective ways for TV. Research sample was formed by 130 mothers in qualiatative part of the study and 8 mothers in quantitative part of the study. In this study, which include both quantitative and qualitative methods, semi-structured interview form and survey were used. For the evaluation of qualitative data, ANOVA and t-test were used. The relationship between parents’ awareness level and program rating symbols usage level was revealed by correlation analysis. The evaluation of quantitative data was carried out with content analysis. Findings show that participants mostly know television content rating systems except symbol used for negative behaviours. Moreover, usage level and children guidance level of participants are generally high. Participant’s education level was the only effective variable of the study. Post hoc test showed that and their awareness and guidance level. After qualitative analyzes it is found that families use television on the purpose of entertainment and education. Parents thought that TV includes negative sample behaviors and parents protect their children from negative effects of TV by controlling their watching.

This study is analyzes the discourse of early childhood education and the role of pedagogy in fashioning modern mothers. This case of this study is Mother-Child Education Foundation (MCEF). It analyzes the imaginary of MCEF, which opens up a “space of intervention” and is articulated through discourses of the normal development of children and modernizing motherhood. The analyses of this study consist of two parts. In the first part, the official social imaginary of MCEF as civil society organization is interpreted. In the process of interpretation I problematized the projects and techniques deployed in MCEF programs via using analytical tools provided by governmentality studies. Second part of the analyses is concerned with MCEF’s Mother Child Education Program (MOCEP) as a mechanism to fashion modern mother.

In the study, it is aimed to reveal current features and practices of the gardens of the preschool education institutions, the obstacles to being qualified gardens in the schools and professional trainings related to the gardens which the teachers want to participate in. The population of the study consists of the teachers working in preschool education institutions in 2014-2015 academic years. The sample of the study consists of 56 preschool teachers who have been willing to participate in the study in the preschool education institutions under the Ministry of National Education which have been selected randomly from the population. The study is a survey study, and a questionnaire form has been prepared by the researchers by investigating related domestic and foreign literature to analyze the views of the teachers related to gardens. The questionnaire form consisted of sections like general information, garden features and applications of the schools, obstacles to gardens in the schools, professional trainings related to garden that the teachers want to participate in. In the analysis of the data obtained in the direction of the goals of the study, frequency and percentage distribution from descriptive statistical techniques have been used. As a result of the research, it was determined that half of the schools had the garden and the other half did not have the garden. Teachers have stated that the majority of school gardens use grasses, wild habitats and ornamental plants, use more than half of the school gardens for activities, and that these activities are mostly play, movement, science and field trips. The majority of teachers reported budget deficiencies and inadequate space as obstacles to the quality gardening of schools. In addition, they reported that the majority of them want to participate in professional training fields related to garden-based teaching such as outdoor classroom management, language and math, nutrition, science and English education in the garden.

This study aimed to examine the parental expectations from preschool management and the perception of parental expectations by the managers. The research sample consisted of 927 parents (mother-father) who has been residing within Balikesir central districts (Karesi and Altieylül) boundaries, and whose children have benefitted the pre-school education service in the state funded independent kindergartens. The data collection tool was developed to be used in this study by the researchers. The first part of the tool was designed to aggregate demographic information about participants. The scale in the second part consisted of a total of 18 items and four sub-scales (Communication and Accessibility, Health and Safety, Physical Resources, and Education) targeting the expectations of parents from the school management. The Confirmatory Factor Analysis (DFA) was performed to examine construct validity of the scale. The mean scores parents and school managers obtained from the subscales of Expectations from Kindergarten Management Scale were analyzed using the MANOVA test. The results demonstrated that parental expectations from kindergarten management differ based on their gender. Mother had significantly higher scores from two subscales (Communication and Accessibility and Health and Safety) than fathers did. The results indicated no statistically significant difference in the mean scores of kindergarten managers. A comparison of parents’ and managers’ mean scores indicated that kindergarten managers obtained higher scores on the Physical Resources subscale than the parents.

As all other stimulants surrounding the children in their belief and perspective developments, the books also have a big importance. Explicit and subliminal messages presented to the children on the books have affected the children’s perspective and attitude in regard to the world. This study has been done with the aim of identifying the toys which have been illustrated or shown in the text of illustrated children’s books for children aged 3-6. This study has been done with qualitative research. Content analysis method which is one of the qualitative methods has been used. In the research 200 illustrated children’s books have been reviewed and 28 books of them which have toy concept have built data set. The research has been qualified with illustrated storybooks for children aged 3-6 and the writer’s books published before September 2015. With the aim of data collection, the research has been constituted by identifying the toy concept and its kinds in literature review. The result showed that toys used within the books by considering gender, and using boys with cars and marbles, using girls with dolls and stuffed toys within texts and within pictures causes gender stereotype. Using Building Toys very little within both the text and the pictures causes deficiency since they are used as an example for the kids.