The general purpose of this research is to examine the studies carried out during pre-school science education in Turkey over the last five years (2013-2017). In accordance with this general purpose, the distribution of the topic studies, the research methods were used and finally the participant groups in the researches were examined. Descriptive screening model was used as research method. The primary criteria for selection of the articles are to examine the studies carried out in Turkey over the last five years. In addition to this, screening 40 studies included in the study were selected according to electronic databases in which SSCI, ERIC, ULAKBIM and other domain-specific journals (preschool and early childhood education journals). According to the findings, it is seen that, the activities towards science education and its applications, also the environmental educations are the most common examine topics in this study. While the quantitative and qualitative paradigms have balanced distribution as research methods, it has been found that mixed research methods are preferred in slightly. Finally, it has been found that although the distribution of studies carried out with children, teachers and pre-service teachers are common and balanced, there is limited number of studies carried out with parents.

It was aimed that evaluating the views of teachers who work in preschools and the mothers of the children that attend to these institutions on school adaptation process in this study. The sample of the research consists of 39 teachers who work in four official preschools in the city of Bursa and the mothers of 142 children that attend these preschools. Two questionnaires were applied to the teachers and the mothers within the scope of the research about the school adaptation process. As a result of the research it is found that both parents left their children to school together and they waited for their children especially in the first week. Teachers stated that the families’ firstborn children, children at the age of three, male and the ones who come from low socio-economic status had more problems in the school adaptation process. Also teachers stated that their most preferred activities were games, group plays and drama studies.

Substitute teachers play an important role within early childhood education. They are expected to take on the roles and responsibilities of working with children and parents when the regular teacher is away. While they have an important role, they have received little attention within the research literature. This study helps to fill this void by providing a snapshot of early childhood substitute teachers in Sweden and Australia. A comparative analysis was used to find similarities and differences across the two contexts. Findings show that while the role may be similar, there are many differences in the training, regulation and quality assessment of early childhood substitute teachers. These differences are important for investigation to help improve the quality within early childhood education.

Probabilistic reasoning needs careful consideration for the development of the child’s ability to interrogate and predict the likelihood based on the findings from the evaluation of various situations or events. Children, hence, will begin to experience metacognitive skills such as considering different causes and effects, decision-making and interpreting. This study aims to explore the probabilistic reasoning skills of preschool children according to the influential variables of gender and age. Typically developing 123 children who are enrolled in the city-centre preschools in Ankara constitute the study group. In the study, five questions were asked in the probability section of the Evaluation Instrument for the Early Mathematical Reasoning Skills developed by Ergül (2014) were posed to identify the probabilistic reasoning skills of the children. Each child was treated individually to gather detailed findings. Children’s explanations to the probability questions were evaluated in detail through the use of rubrics. Findings reveal that girls and boys do not differ significantly in their probabilistic reasoning skills; but, in line with the recent literature, these skills improve as they grow up.

The paper discusses issues related to young children’s access to public nurseries and kindergartens as well as examining issues concerning the quality of Early Childhood Education and Care (ECEC) in general and focused in Greece. The purpose of this paper is not only to highlight the various problems but also to contribute to dialogue for the upgrading and improvement of ECEC in Greece. This is why we pay much attention to official documents, especially those from International Organizations or from European Union.

Considering the speed of development of the child in the early childhood period and the contribution of developmental processes and learning experiences to the future years, the necessity of assessing child development comes to the fore. The objective is to perform validity and reliability study of “LAP-3 Development Assessment Scale” adopted to Turkish for children aged between 48-72 months. The study is designed as a quantitative study. Study group was formed by sampling and Kadiköy, Çekmeköy, Sultanbeyli (Anatolian Side), Avcilar, Zeytinburnu, Bagcilar (European Side) districts of Istanbul province were selected. A total of 351 children who were studying in the seven selected schools and whose teachers stated that they had normal development were included in the study. Data were collected using the personal information form and LAP-3 Development Assessment Scale (LAP-3). For the validity of the criteria, Marmara Development Scale was used. Collected data were analyzed using a relevant statistics package program. Considering the results obtained from the study as a whole, it was found that LAP-3 Development Assessment Scale is a valid and reliable measurement tool for Turkish children

It has been aimed to examine the acquisition and indicators in the Pre-school Education Program 2013, updated and implemented in 2013, according to the development areas in terms of values education in the study. For this purpose, content analysis method from qualitative research methods was used. The values addressed with in the direction of the theory of values have been divided into categories and subcategories. The final form of the category of values was given in line with the opinion of experts. The specified values have been analyzed according to their status of acquisition and indicators for children. As a result of the study, it has been found that the value of responsibility was given a great place in the pre-school education program and it is followed by the values of respect, solidarity, trust, love, tolerance, freedom, equality, friendship and justice respectively. Depending on the results obtained, it may be recommended that more attention is paid to the individual interests and needs of children, all values are equally integrated into the program and school-family cooperation is ensured about the values.

Ego resiliency is defined as positive development tendency despite risk factors. Factors that constitute a risk for the development of the child and protective factors that enable the development to continue in spite of these risk factors are considered at the individual, familiar and environmental dimensions (Brown, Barbarine and Scott, 2013; Gizir, 2007). Since the number of studies examining the variables affecting ego resiliency with preschool children is limited in the relevant Turkish literature, the aim of this research is to determine the ego resiliency levels of the 50-72 months old children who are attending in preschool according to age, gender they attend, , ages of their parents, education level of the parents, the number of brothers/sisters they have and presence of a care giver. The research was designed in a descriptive survey model. The data were collected from children’s mothers who were attending preschool education institutions in the academic year of 2015-2016. 775 children with a mean age of 65.03 were reached in the survey. 397 girls and 378 girls are participating in the research. The Ego Resiliency Scale (Mother Form) that was developed by Eisenberg and her collegues in 1996 and adapted into Turkish by Önder and Ogelman (2011) was used as data collection tool in the study. According to the results of the research, when the ego resiliency levels were evaluated in terms of gender, it was found meaningful in favor of the girls. However, the ego resiliency of children does not differ statistically according to other variables.