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Pre-school Education Teacher's Opinion about the Implementation of 2013 Pre-school Education Program
Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 174 (2015) 693 – 698
INTE 2014
Pre-school education teacher's opinion about the implementation of 2013 pre-school education program Sevinç PİŞGİN ÇİVİK, Doç.Dr. Perihan ÜNÜVAR*, Betül SOYLU Mehmet Akif Ersoy Üniversitesi, Burdur-TURKEY
Abstract This research is made to determine pre-school teacher's opinion about the implementation of 2013 pre-school education program. This research is a descriptive study in screening model. The study group consists of 72 pre-school teachers. Datas are collected by using Personal Information Form and the Evaluation Survey of 2013 Pre-school Education Program Application. According to the great majority of teachers, introducing information about program was given but the information was not sufficient. Majority of teachers found themselves proficient to apply the program. Teachers state that they have problems in administration of program mostly because of smallness of the classroom space. © 2015 byby Elsevier Ltd.Ltd. This is an open access article under the CC BY-NC-ND license © 2014 The TheAuthors. Authors.Published Published Elsevier (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of the Sakarya University. Peer-review under responsibility of the Sakarya University Keywords: Pre-school Education, Pre-school Education Program, Teacher Opinions
Introduction The Progress of Pre-School Education In Turkey: Preschool education benefit to young children in Turkey dates back to 15th century, Fatih Sultan Mehmet era. “Sıbyan Okulları” (Ottoman elementary-primary school) can be considered in one sense first samples of pre-school education institutions in Ottoman period (Aral Kandır, Can Yaşar, 2003).In Turkish Education history attaching importance to children and education of children seen that starting to change with 19th century. With the Tanzimat period, Sultan II. Mahmut's edict that ensure primary education compulsory in 1824 and later the studies related to protacting compulsory education to 6 years spent
* Corresponding author. Tel.:+90.248.213.41.15.; fax: E-mail address: [email protected]
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Sakarya University doi:10.1016/j.sbspro.2015.01.603
694
Sevinç Pişgin Çivik et al. / Procedia - Social and Behavioral Sciences 174 (2015) 693 – 698
significant progress.The developments of the education history brought along the developments also in pre-school education developments (Deretarla Gül, 2008).Education Provisional law dated 1913 had brought provisions about pre-school education and nursery schools and primary classes were included in primary school. The first known and comprehensive programme of official nursery school dated 1914 (Akyüz, 2006, p.268).The tasks, objectives and definition of pre-school educatiom were identified in accordance with the Basic Law of National Education no 1739 introduced in 1973 (Çetinkaya, 2006). In the next period, importance and extensification of pre-school education were considered in the Government Programme, Development Plans and National Council of Education (Deretarla Gül, 2008). Pre-school education activities organized by regulations untill 1952 were conducted within the context of programmes prepared after this date (Alisinanoğlu, Bay, 2007). Programmes implemented and applied by reviewing in 1989, 1994, 2002 and 2006 (Gürkan, 2007). 2006 programme was reorganized and 2013 Pre-School Education Programme was developed by Considering feedbacks coming from national and international researches and implementations(ttkb.meb.gov.tr). Various researches were made on preschool education programmes. When we examine this researches we saw that studies mostly concentrate upon teacher's knowledge about programme and implementation competencies of teachers (Avcı, 1987; Parlakyıldız, 1998; Can Yaşar, 1998; Çalışandemir, 2002) or examination of preschool education programme according to teacher's opinions (Demir, 2001; Cömert, 2003; Çaltık, 2004; Şıvgın, 2005; Uzun, 2007; Düşek, 2008; Akkaya, 2009; Can Gül, 2009). A number of researchs are relate to difficulties that teachers experienced while preparing preschool education programme (Kandır, 1991; Kandır, Özbey, İnal, 2009), preschool teacher's degrees of benefiting from programme (Genç, 1997), assesment of preschool education programmes based on objectives, content, process and assessment dimensions (Güler, 2001). In this research we studied promotional activities of the 2013 programme put into practice and the problems encountered in practice according to teacher's opinions. Method The study group of this research is consisting of 72 preschool teachers that work in schools in 2013-2014 academic year. The study group's age distribution are 32% of 25-30, 26% of 31-36, 19% of 32-37, 13% of 43-48 and 10% of 49-54. 19% of teachers are between 3-5 years, 28% of 6-10, 22% of 11-15, 8% of 16-20, 11% of 21-25 and 11% of the teachers are between 26-30 years in this profession. Almost all of the teachers are bachelor's degree, 61% of them working in nursery school and 39% of them are working in nursery classes. Personal Information Form and Survey of 2013 Pre-School Education Programme Application Assessment are used in this research as data collection tool. Personal Information Form.Age, professional experience and educational background of teacher, type of school that he/she work, age group that he/she works, appear in this form. Survey of 2013 Pre-School Education Programme Application Assessment. This survey is consist of 28 items and 3 sections; 4 of the items are the introduction of the program 2013, 12 of items are implementation competencies and 12 of items are problems encountered in practice. First we created item pool for development of the survey by taking advantage of existing reseaches and literature. We presented the trial form to 5 expert opinion. According to expert opinions we revised the trial form and acquired the final form. Findings 1. What are the preschool teacher’s opinion about 2013 Pre-School Education Programme’s introduction? Did you informed about 2013 Pre-School Education Programme?/ Did you attended any in-service training/seminar? 94% of the teacher's answer was yes, 6% of teachers’ answer was no. Did you find 2013 PreSchool Education Programme or the given information adequate? 23,5% of teachers’ answer was yes, 53% of teachers’ answer was partially and 23,5% of teachers’ answer was no. 59% of teachers who didn't find the information adequate, didn't find the seminar enough expositional and 41% of them found the seminar inadequate.
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Sevinç Pişgin Çivik et al. / Procedia - Social and Behavioral Sciences 174 (2015) 693 – 698
78% of teachers stated that they obtained information about new programme from in-service training seminars, 10% of them from other teachers, 10% of them from school director and 2% of them from application students. 2. What are the opinions of preschool education teachers about their competencies in implementation of programme? Do you feel yourself qualified in implementation of 2013 Pre-School Education Programme? 60% of teachers' answer was yes, 36% partial and 4% no for this question. Teachers who didn't feel themselves qualified in the implementation of the programme stated that she/he didn't understand the programme, could not prepare activities or couldn't apply the programme to younger age group of students. How do you prepare the plans while implementing 2013 Pre-School Education Programme? 65% of teachers stated that they prepare by themselves by benefiting from internet or magazines, 31% of them stated that they copied from internet or magazines and 4% of them stated that they entirely prepare by themselves. Did you make physical arrangements in your classroom in accordance with 2013 Pre-School Education Programme? 47% of teachers' answer was yes, 36% of teachers' answer was partially and 17%of teachers' answer was no. The teachers who didn't make physical arrangement in their classroom stated that, they didn't make physical arrangement because new arrangement poses security risk for children. Moreover, because of the sleeping time is spent in the classroom, activity center is changing to prepare beds cause a loss of time, that is why for the arrangements there is a requirement of staff member. Some of the teachers didn't make physical arrangement in their classroom since they use the classroom together with another teacher, some of them stated that they don't know how to make a physical arrangement that is why didn't make physical arrangement. In accordance with 2013 Pre-School Education Programme; Do you find yourself qualified to make ''Adaptation Studies' for the students with special needs? 38% of teachers' answer was yes, 39% of teachers' answer was partially and 24% of teachers' answer war no. Do you find yourself qualified to arrange integrated big group activities? 68% of teachers' answer was yes, 28% of teachers' answer was partially and 4% of teachers' answer was no for this question. Do you find yourself qualified to arrange integrated small group activities? 69% of the teachers' answer was yes, 27,8% of teachers' answer was partially and 2,8 of teachers' answer was no. Do you find yourself qualified to organise parent involvement activities? 75% of teachers' answer was yes, 22% of teachers' answer was partially and 3% of teachers' answer was no. Do you find yourself qualified to organise outdoor activities? 74% of teachers' answer was yes, 19% of teachers' answer was partially and 7% of teachers' answer was no. In accordance with your daily training schedule how much of your activities take place outdoors ,if weather condition is suitable? 43% of the teachers' answer was several times in a week, 25% of teachers' answer was once a week, 17% of teachers' answer was once a day and 15% of teachers' answer was once a month that they arrange activities outdoors. 3. What are the preschool teachers’ opinions about the problems in implementation of the programme? The problems encountered in implementing the program is given in Table 1 according to teachers' opinions Table 1. The problems in implementation of the programme Problem Statement ( N=72) Smallness of the classroom area Number surplus of students Lack of tools and materials Lack of guiding about the programme The garden’s unsuitable design for children The negative attitude of parents Lack of outdoor playground at school School administrator’s lack of knowledge about the program Having too much stuff in class Lack of information about the programme Garden's smallness compared to number of children
f 45 43 30 24 23 19 18 17 14 13 7
% 63 60 42 33 32 26 25 24 19 18 10
696
Sevinç Pişgin Çivik et al. / Procedia - Social and Behavioral Sciences 174 (2015) 693 – 698
More than half of the teachers are facing problems in administration of program mostly because of smallness of the classroom space. The cases stated from teachers those are least problems respectively are; garden's smallness compared to number of children, lack of information about the programme and having too much stuff in class (Table 1). Discussion And Conclusions According to the findings of this research; information related to 2013 Pre School Education Programme was conveyed to a majority of teachers, this informing was obtained through in-service training seminars and big majority of teachers didn't find the seminars adequate. A big majority of teachers indicated that they find themselves qualified to implement 2013 Pre School Education Programme but because of smallness of the classroom area, number surplus of students, lack of tools and materials, lack of guiding about the programme,the garden’s unsuitable designe for children, the negative attitude of parents, lack of outdoor playground at school, school administrator’s lack of knowledge about the program, having too much stuff in class, lack of information about the programme and garden's smallness compared to number of children they have difficuly. In Çaltık (2004)’s study, 66,4% of teachers stated that they didn’t attend the in-service education/course/seminar about 2002 Preschool Education Programme. In his study, Cömert (2003) found that very high rate of (25.4%) teacher startedto implement the programme without any knowledge about the programme.Obtained from this study a big majority of teachers (%94) attended the in-service training/seminar related to the 2013 Preschool Education Program is a finding that is not supperted to Çaltık (2004) and Cömert (2003). According to Çaltık (2004)’s research,62.1% of teachers find themselves qualified, 31.9% partially qualified and 6% didn't find themselves qualified in the implementation of new preschool education programme. Findings of this research is paralel to Çaltık (2004). Can be said that in general, teachers are often educate themselves when they encounter a new programme and they find themselves qualified. In Köksal Eğmez (2008)’sstudy, All of the teachers (100%) who participated in the survey stated that they organised activities about family involvement in accordance with the latest enacted programme. The majority of teachers (%75) find themselves qualified to organise parent involvement activities obtained from this study promotes findings of Köksal Eğmez (2008). In Akkaya (2009)'s study nearly half of the teachers stated that they are considering the settings out of classrooms while preparing education setting. The findings of this study supports Akkaya (2009). Çetinkaya (2010)'s study shows that according to preschool teachers outdoor playing settings are not arranged suitable for children in general, and the instruments and arrangements are inadequate to supportphysiological development of children. 60% of teacher agreed with the view that the classes are sufficient sized for children to play comfortably and get education. 40% of teachers are not agreed with this point of view.In Düşek (2008)'s study teachers stated that they have difficulties since inadequacy of physical condition/equipments, number of stutent (23.3%), having inadequate information about the programme (10%) and home visits, family involvement and obtaining document. The findings that obtained from this study are consistent with number surplus of students, inadequacy of physical condition/equipments, inadequate information about the programme and the garden’s unsuitable design for children findings. Based on the findings from the research, after the modifications made in preschool educations, before put into practice the programme, all teachers and all the staff who were in contact with the child can be informed about the new programme via in-service training/seminars and collaboration with academicians can be done about this issue. People with sufficient information about the new programme may be tasked with informing via in-service training/seminars, the duration of in-service training/seminar shall be long enough and applications may be included extensively.The problems that teachers faced can be identified and teachers can be guided for the issues they need. All directors of kindergarten or schools with kindergarten can be let to have information about the programme. In order to increase the success of education programme's implementation number of the students can be considered, improvements can be made in efficiency of instruments and physical conditions of schools and classrooms. Parents can be guided about the new programme.
Sevinç Pişgin Çivik et al. / Procedia - Social and Behavioral Sciences 174 (2015) 693 – 698
References Akkaya, D. (2009) 2006 Okulöncesi Eğitim Programının Uygulanmasında Öğretmen Görüşlerinin Değerlendirilmesi (Kayseri İli Örneği).[ Evaluation of preschool teacher opinions at the application of preschool education program of 2006 (Kayseri sample)] Unpublished Master's Thesis, Kayseri: Erciyes University Institute of Social Sciences. Akyüz, Y. (2006). Türk Eğitim Tarihi [History of Turkish Education] M.Ö. 1000 - M.S. 2006. (10. Basım). Ankara: Pegem A Publications. Alisinanoğlu, F. ve Bay, N. ( 2007). Okul Öncesi Eğitim Programlarının Tarihsel Gelişimi. [Historical Development of Preschool Education Program] .http://www.pegem.net/akademi/kongrebildiri_detay.aspx?id=5773was taken on 21.12.2013 from the website. Aral, N., Kandır, A. ve Can Yaşar, M. (2003). Okul Öncesi Eğitim [Pre-School Education] İstanbul: Yapa Publications. Avcı, N. (1987). Anasınıfı Öğretmenlerinin Program Konusundaki Bilgi Yeterlikleri ve Hizmetiçi Eğitim Kurslarının Okulöncesi Eğitim ve Program Bilgilerine Katkıları. Yayımlanmamış Yüksek Lisans Tezi [Information about the program Qualifications of Preschool Teachers and Inservice Training Courses and Program Information Contribution to Early Childhood Education. Unpublished Master's Thesis] Ankara: Gazi University Institute of Social Sciences. Can Gül, Ş. (2009). Okul Öncesi Eğitimde Öğretmen Ve Öğretmen Adaylarının 2006 Okul Öncesi Eğitim Programının Değerlendirme Unsuruna Yönelik Görüş Ve Davranışlarının İncelenmesi.[Investigation of early childhood teachers’ and student teachers’ perceptions and behaviors about evaluation aspects of 2006 early childhood education programme.] Master Thesis, Denizli: Pamukkale University Institute of Social Sciences. Can Yaşar, M. (1998). Ankara İl Merkezindeki Anasınıfı Öğretmenlerinin Yeni Eğitim Programı Konusundaki Bilgi Düzeylerinin Saptanması.[Investigating of preschool teachers' knowledge about the new early childhood curriculum]. Unpublished master thesis, Ankara: Hacettepe University Institute of Health Sciences. Cömert, S. (2003). Yılı Okulöncesi Eğitim Programı Hakkında Öğretmen Görüşleri ve Uygulamaları (Sakarya İli Örneği). [The teachers' opinions and applications about early child education program of 2002 of ministry of education (Sakarya sample)].Master Thesis, Sakarya University Institute of Social Sciences. Çalışandemir, F. (2002). Burdur İli Okul Öncesi Eğitimi Öğretmenlerin Uygulama Yeterlik Düzeyleri [The Practising competence levels of preschool teachers in Burdur] .Unpublished master thesis, Isparta: Süleyman Demirel University Institute of Social Sciences. Çaltık, İ. (2004). Milli Eğitim Bakanlığına Bağlı Anaokulu ve Anasınıflarında Görev Yapan Öğretmenlerin Uygulanan Okulöncesi Eğitim Programına ve Programın Kullanımına İlişkin Görüşlerinin İncelenmesi [The opinions of the teachers working in the preschool education institutions about the curriculum implemented in these institutions]. Master thesis, Ankara: Gazi University Institute of Social Sciences. Çetinkaya, C. (2006). Türkiye’de Okul Öncesi Eğitiminin Tarihsel Gelişimi ve Bugünkü Durumu [The Diachronic and Current Position of PreSchool Education in Turkey]. Masterthesis, İstanbul: Yeditepe University Institute of Social Sciences. Çetinkaya, B. (2010). Türkiye’de Okul Öncesi Eğitim ve Sorunlar (Bahçelievler İlçesi Örneği). [Pre-school education and problems in Turkey]. Master thesis, İstanbul: Beykent University Institute of Social Sciences. Demir, Ö. (2001). Anasınıfı Programının Öğretmen Görüşleri Çerçevesinde Değerlendirilmesi.[The Evaluation of the kindergarten class programmes in the cırcumstances of teacher views].Unpublished master thesis, Erzurum: Atatürk University Institute of Social Sciences. Deretarla Gül, E. (2008). Meşrutiyet’ten Günümüze Okul Öncesi Eğitim. [Monarchy to the Present Preschool Education]. Çukurova University Institute of Social Sciences Journal, 17, Issue 1, p.269-278. Düşek, G. (2008). 2006 Yılında Uygulamaya Konulan Okul Öncesi Eğitim Programı Hakkında İlköğretim Müfettişleri, Okul Öncesi Eğitim Veren Kurum Müdürleri Ve Okul Öncesi Öğretmenlerinin Görüşlerinin İncelenmesi (Ordu İli Örneği).[Observing the thoughts of the primary education inspectors the directors of the institutions giving preschool education and the preschool teachers about the preschool education programme which was put into effect in 2006 (the sample of city Ordu)]. Master's thesis, Konya: Selçuk University Institute of Social Sciences. Genç, Ş. (1997). Anasınıfı Öğretmenlerinin Eğitim Programından YararlanmaDerecesi ve Nedenlerinin Araştırılması [Kindergarten Teachers' Training Program Benefiting from Investigation of Rank and Why]. Unpublished PhD thesis, Ankara:Gazi University Institute of Social Sciences. Güler, D. S.(2001). 4-5 ve 6 Yaş Okulöncesi Eğitim Programlarının Değerlendirilmesi [Evaluation of early childhood curriculum 4-5 and 6 ages]. PhD thesis, Ankara: Ankara University Institute of Social Sciences. Gürkan, T. (2007). Okulöncesi Eğitim Programının Temel Özellikleri [Basic Features of Pre-School Education Program]. Symposium on PreSchool Education, Feb 2007 Antalya. Kandır, A.(1991). Okulöncesi Eğitim Kurumlarında 4-6 Yaş Grubu Eğitim Programlarının Hazırlanmasında Öğretmenlerin Karşılaştıkları Güçlükler. [Pre-School Education Program in Educational Institutions 4-6 Age Group in the Preparation of Teachers' Challenges Faced]. Unpublished master thesis, Ankara: Gazi University Institute of Social Sciences. Kandır, A., Özbey, S., İnal, G. (2009). Okulöncesi Öğretmenlerinin Eğitim Programlarını Planlanma ve Uygulamadaki Karşılaştıkları Güçlüklerin İncelenmesi [A study on the dıffıcultıes faced By preschool teachers ın the plannıng and ımplementatıon]. The Journal of International Social Research, Winter,Volume 2/6.
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Sevinç Pişgin Çivik et al. / Procedia - Social and Behavioral Sciences 174 (2015) 693 – 698 Köksal Eğmez F. C.,(2008). Okulöncesi Eğitim Kurumlarında Ailenin Eğitime Katılımı (Kocaeli’nde Beş Anaokulunda Yapılan Araştırma). [The participation of families at preschool education (The research took part five kindergartenin Kocaeli)]. Master thesis, Sakarya University Institute of Social Sciences. Eğitim Bakanlığı (2013). Okul Öncesi Eğitim Programı .[Ministry of Education (2013). Pre-School Education Programme]. http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf was taken on 20.12.2013 from the website. Parlakyıldız, B. (1998). Okulöncesi Eğitim Öğretmenlerinin Anasınıfı Programını Uygulamadaki Yeterlik Dereceleri [Pre-school teachers levels of sufficiency in applying to kindergarten curriculum]. Unpublished Master thesis, Bolu: Abant İzzet Baysal University Institute of Social Sciences. Şıvgın, N., (2005). Okulöncesi Eğitim Kurumlarında Uygulanan Eğitim Programına İlişkin Öğretmen Görüşleri (Denizli İli Örneği). [Teachers perspectives about the early childhood education program: Denizli case]. Master thesis, Denizli: University Institute of Social Sciences. Uzun, H. (2007). Malatya İlinde Okulöncesi Eğitim Programının Uygulanmasında Öğretmen Görüşlerinin Değerlendirilmesi (Anasınıfları Üzerine Bir Çalışma). [The evaluation of teachers' opinions about the application of preschool education curriculum in Malatya (a research on pre-primary classes)]. Master thesis, Malatya: İnönü University Institute of Social Sciences.
ScienceDirect Procedia - Social and Behavioral Sciences 174 (2015) 693 – 698
INTE 2014
Pre-school education teacher's opinion about the implementation of 2013 pre-school education program Sevinç PİŞGİN ÇİVİK, Doç.Dr. Perihan ÜNÜVAR*, Betül SOYLU Mehmet Akif Ersoy Üniversitesi, Burdur-TURKEY
Abstract This research is made to determine pre-school teacher's opinion about the implementation of 2013 pre-school education program. This research is a descriptive study in screening model. The study group consists of 72 pre-school teachers. Datas are collected by using Personal Information Form and the Evaluation Survey of 2013 Pre-school Education Program Application. According to the great majority of teachers, introducing information about program was given but the information was not sufficient. Majority of teachers found themselves proficient to apply the program. Teachers state that they have problems in administration of program mostly because of smallness of the classroom space. © 2015 byby Elsevier Ltd.Ltd. This is an open access article under the CC BY-NC-ND license © 2014 The TheAuthors. Authors.Published Published Elsevier (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of the Sakarya University. Peer-review under responsibility of the Sakarya University Keywords: Pre-school Education, Pre-school Education Program, Teacher Opinions
Introduction The Progress of Pre-School Education In Turkey: Preschool education benefit to young children in Turkey dates back to 15th century, Fatih Sultan Mehmet era. “Sıbyan Okulları” (Ottoman elementary-primary school) can be considered in one sense first samples of pre-school education institutions in Ottoman period (Aral Kandır, Can Yaşar, 2003).In Turkish Education history attaching importance to children and education of children seen that starting to change with 19th century. With the Tanzimat period, Sultan II. Mahmut's edict that ensure primary education compulsory in 1824 and later the studies related to protacting compulsory education to 6 years spent
* Corresponding author. Tel.:+90.248.213.41.15.; fax: E-mail address: [email protected]
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Sakarya University doi:10.1016/j.sbspro.2015.01.603
694
Sevinç Pişgin Çivik et al. / Procedia - Social and Behavioral Sciences 174 (2015) 693 – 698
significant progress.The developments of the education history brought along the developments also in pre-school education developments (Deretarla Gül, 2008).Education Provisional law dated 1913 had brought provisions about pre-school education and nursery schools and primary classes were included in primary school. The first known and comprehensive programme of official nursery school dated 1914 (Akyüz, 2006, p.268).The tasks, objectives and definition of pre-school educatiom were identified in accordance with the Basic Law of National Education no 1739 introduced in 1973 (Çetinkaya, 2006). In the next period, importance and extensification of pre-school education were considered in the Government Programme, Development Plans and National Council of Education (Deretarla Gül, 2008). Pre-school education activities organized by regulations untill 1952 were conducted within the context of programmes prepared after this date (Alisinanoğlu, Bay, 2007). Programmes implemented and applied by reviewing in 1989, 1994, 2002 and 2006 (Gürkan, 2007). 2006 programme was reorganized and 2013 Pre-School Education Programme was developed by Considering feedbacks coming from national and international researches and implementations(ttkb.meb.gov.tr). Various researches were made on preschool education programmes. When we examine this researches we saw that studies mostly concentrate upon teacher's knowledge about programme and implementation competencies of teachers (Avcı, 1987; Parlakyıldız, 1998; Can Yaşar, 1998; Çalışandemir, 2002) or examination of preschool education programme according to teacher's opinions (Demir, 2001; Cömert, 2003; Çaltık, 2004; Şıvgın, 2005; Uzun, 2007; Düşek, 2008; Akkaya, 2009; Can Gül, 2009). A number of researchs are relate to difficulties that teachers experienced while preparing preschool education programme (Kandır, 1991; Kandır, Özbey, İnal, 2009), preschool teacher's degrees of benefiting from programme (Genç, 1997), assesment of preschool education programmes based on objectives, content, process and assessment dimensions (Güler, 2001). In this research we studied promotional activities of the 2013 programme put into practice and the problems encountered in practice according to teacher's opinions. Method The study group of this research is consisting of 72 preschool teachers that work in schools in 2013-2014 academic year. The study group's age distribution are 32% of 25-30, 26% of 31-36, 19% of 32-37, 13% of 43-48 and 10% of 49-54. 19% of teachers are between 3-5 years, 28% of 6-10, 22% of 11-15, 8% of 16-20, 11% of 21-25 and 11% of the teachers are between 26-30 years in this profession. Almost all of the teachers are bachelor's degree, 61% of them working in nursery school and 39% of them are working in nursery classes. Personal Information Form and Survey of 2013 Pre-School Education Programme Application Assessment are used in this research as data collection tool. Personal Information Form.Age, professional experience and educational background of teacher, type of school that he/she work, age group that he/she works, appear in this form. Survey of 2013 Pre-School Education Programme Application Assessment. This survey is consist of 28 items and 3 sections; 4 of the items are the introduction of the program 2013, 12 of items are implementation competencies and 12 of items are problems encountered in practice. First we created item pool for development of the survey by taking advantage of existing reseaches and literature. We presented the trial form to 5 expert opinion. According to expert opinions we revised the trial form and acquired the final form. Findings 1. What are the preschool teacher’s opinion about 2013 Pre-School Education Programme’s introduction? Did you informed about 2013 Pre-School Education Programme?/ Did you attended any in-service training/seminar? 94% of the teacher's answer was yes, 6% of teachers’ answer was no. Did you find 2013 PreSchool Education Programme or the given information adequate? 23,5% of teachers’ answer was yes, 53% of teachers’ answer was partially and 23,5% of teachers’ answer was no. 59% of teachers who didn't find the information adequate, didn't find the seminar enough expositional and 41% of them found the seminar inadequate.
695
Sevinç Pişgin Çivik et al. / Procedia - Social and Behavioral Sciences 174 (2015) 693 – 698
78% of teachers stated that they obtained information about new programme from in-service training seminars, 10% of them from other teachers, 10% of them from school director and 2% of them from application students. 2. What are the opinions of preschool education teachers about their competencies in implementation of programme? Do you feel yourself qualified in implementation of 2013 Pre-School Education Programme? 60% of teachers' answer was yes, 36% partial and 4% no for this question. Teachers who didn't feel themselves qualified in the implementation of the programme stated that she/he didn't understand the programme, could not prepare activities or couldn't apply the programme to younger age group of students. How do you prepare the plans while implementing 2013 Pre-School Education Programme? 65% of teachers stated that they prepare by themselves by benefiting from internet or magazines, 31% of them stated that they copied from internet or magazines and 4% of them stated that they entirely prepare by themselves. Did you make physical arrangements in your classroom in accordance with 2013 Pre-School Education Programme? 47% of teachers' answer was yes, 36% of teachers' answer was partially and 17%of teachers' answer was no. The teachers who didn't make physical arrangement in their classroom stated that, they didn't make physical arrangement because new arrangement poses security risk for children. Moreover, because of the sleeping time is spent in the classroom, activity center is changing to prepare beds cause a loss of time, that is why for the arrangements there is a requirement of staff member. Some of the teachers didn't make physical arrangement in their classroom since they use the classroom together with another teacher, some of them stated that they don't know how to make a physical arrangement that is why didn't make physical arrangement. In accordance with 2013 Pre-School Education Programme; Do you find yourself qualified to make ''Adaptation Studies' for the students with special needs? 38% of teachers' answer was yes, 39% of teachers' answer was partially and 24% of teachers' answer war no. Do you find yourself qualified to arrange integrated big group activities? 68% of teachers' answer was yes, 28% of teachers' answer was partially and 4% of teachers' answer was no for this question. Do you find yourself qualified to arrange integrated small group activities? 69% of the teachers' answer was yes, 27,8% of teachers' answer was partially and 2,8 of teachers' answer was no. Do you find yourself qualified to organise parent involvement activities? 75% of teachers' answer was yes, 22% of teachers' answer was partially and 3% of teachers' answer was no. Do you find yourself qualified to organise outdoor activities? 74% of teachers' answer was yes, 19% of teachers' answer was partially and 7% of teachers' answer was no. In accordance with your daily training schedule how much of your activities take place outdoors ,if weather condition is suitable? 43% of the teachers' answer was several times in a week, 25% of teachers' answer was once a week, 17% of teachers' answer was once a day and 15% of teachers' answer was once a month that they arrange activities outdoors. 3. What are the preschool teachers’ opinions about the problems in implementation of the programme? The problems encountered in implementing the program is given in Table 1 according to teachers' opinions Table 1. The problems in implementation of the programme Problem Statement ( N=72) Smallness of the classroom area Number surplus of students Lack of tools and materials Lack of guiding about the programme The garden’s unsuitable design for children The negative attitude of parents Lack of outdoor playground at school School administrator’s lack of knowledge about the program Having too much stuff in class Lack of information about the programme Garden's smallness compared to number of children
f 45 43 30 24 23 19 18 17 14 13 7
% 63 60 42 33 32 26 25 24 19 18 10
696
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More than half of the teachers are facing problems in administration of program mostly because of smallness of the classroom space. The cases stated from teachers those are least problems respectively are; garden's smallness compared to number of children, lack of information about the programme and having too much stuff in class (Table 1). Discussion And Conclusions According to the findings of this research; information related to 2013 Pre School Education Programme was conveyed to a majority of teachers, this informing was obtained through in-service training seminars and big majority of teachers didn't find the seminars adequate. A big majority of teachers indicated that they find themselves qualified to implement 2013 Pre School Education Programme but because of smallness of the classroom area, number surplus of students, lack of tools and materials, lack of guiding about the programme,the garden’s unsuitable designe for children, the negative attitude of parents, lack of outdoor playground at school, school administrator’s lack of knowledge about the program, having too much stuff in class, lack of information about the programme and garden's smallness compared to number of children they have difficuly. In Çaltık (2004)’s study, 66,4% of teachers stated that they didn’t attend the in-service education/course/seminar about 2002 Preschool Education Programme. In his study, Cömert (2003) found that very high rate of (25.4%) teacher startedto implement the programme without any knowledge about the programme.Obtained from this study a big majority of teachers (%94) attended the in-service training/seminar related to the 2013 Preschool Education Program is a finding that is not supperted to Çaltık (2004) and Cömert (2003). According to Çaltık (2004)’s research,62.1% of teachers find themselves qualified, 31.9% partially qualified and 6% didn't find themselves qualified in the implementation of new preschool education programme. Findings of this research is paralel to Çaltık (2004). Can be said that in general, teachers are often educate themselves when they encounter a new programme and they find themselves qualified. In Köksal Eğmez (2008)’sstudy, All of the teachers (100%) who participated in the survey stated that they organised activities about family involvement in accordance with the latest enacted programme. The majority of teachers (%75) find themselves qualified to organise parent involvement activities obtained from this study promotes findings of Köksal Eğmez (2008). In Akkaya (2009)'s study nearly half of the teachers stated that they are considering the settings out of classrooms while preparing education setting. The findings of this study supports Akkaya (2009). Çetinkaya (2010)'s study shows that according to preschool teachers outdoor playing settings are not arranged suitable for children in general, and the instruments and arrangements are inadequate to supportphysiological development of children. 60% of teacher agreed with the view that the classes are sufficient sized for children to play comfortably and get education. 40% of teachers are not agreed with this point of view.In Düşek (2008)'s study teachers stated that they have difficulties since inadequacy of physical condition/equipments, number of stutent (23.3%), having inadequate information about the programme (10%) and home visits, family involvement and obtaining document. The findings that obtained from this study are consistent with number surplus of students, inadequacy of physical condition/equipments, inadequate information about the programme and the garden’s unsuitable design for children findings. Based on the findings from the research, after the modifications made in preschool educations, before put into practice the programme, all teachers and all the staff who were in contact with the child can be informed about the new programme via in-service training/seminars and collaboration with academicians can be done about this issue. People with sufficient information about the new programme may be tasked with informing via in-service training/seminars, the duration of in-service training/seminar shall be long enough and applications may be included extensively.The problems that teachers faced can be identified and teachers can be guided for the issues they need. All directors of kindergarten or schools with kindergarten can be let to have information about the programme. In order to increase the success of education programme's implementation number of the students can be considered, improvements can be made in efficiency of instruments and physical conditions of schools and classrooms. Parents can be guided about the new programme.
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