Pre School Eduation Probems and School Literature Screening Main Lines - 1 İnönü Üniversitesi / Fırat Üniversitesi / Ardahan Üniversitesi / Siirt Üniversitesi by İngilizce Öğretmeni Sefa Sezer

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1 PRE SCHOOL EDUCATİON PROBLEMS AND SCHOOL LİTERATURE SCREENİNG MAİN LİNES - 1 İNÖNÜ UNİVERSİTY / FIRAT UNİVERSİTY / ARDAHAN UNİVERSİTY / SİİRT UNİVERSİTY SEFA SEZER / ENGLİSH TEACHER

2 OTHER REASONS FOR PROBLEM (Impressions) 1-) Preschool 5-6 age group of students in proportion to the age population to be determined by the rate of real schooling. 2-) Failure to identify those who do not work at full capacity in schools. 3-) Investigation of reasons for not sending parents to preschool education institutions and not taking measures according to the results. 4-) The fact that 10% free students cannot be checked in official institutions.

3 OTHER REASONS FOR PROBLEM (Impressions) 5-) Unable to check whether all private student quarters are available in private kindergartens. 6-) Failure to make a real annual expenditure plan per pupil in pre-school education. 7-) In the process of Internal and External Auditing, it is not possible to investigate places suitable for opening the main class and not to open preschool education. 8-) No awareness trainings on the importance of pre-school education to the parents of students at all levels in pre-school education. 9-) Not encouraging schools to develop projects to promote pre-school education.

4 OTHER INFORMATION ON PROBLEM ISSUES (Impressions) 1-) The problem of course hours which should be entered in terms of salary. (Teacher problem.) 2-) Respiration, break problem solutions (Teacher - Student Problem) 3-) Course time duration problem (Teacher - Student Problem) 4-) Number of children in the classroom and problem of auxiliary staff 5-) Auxiliary Welding Problem 6-) Elementary schools etc. insufficiency of educational institutions

5 FINDINGS AND COMMENTS Personal Findings: Findings related to the personal characteristics of the teachers included in the research are listed below. A total of 198 subjects (96.46%) were female and 7 (3.53%) were male. According to seniority; Seventies were 1 (7 years), 7 (15.1%) and 17 (12.1%), and 15 (4%). These numbers indicate that most of the teachers are in the first years of their profession as seniority. 104 (52.4%) teachers were employed and 94 (47.5%) teachers were assigned as master instructors or contracted according to the assignment of preschool teachers. Pre-school education institutions need to be valued as preferred institutions, to understand why they exist and to know what they serve. The way society looks at preschool education institutions affects the efficiency of preschool education institutions. In the written opinions of the teachers about the problems of pre-school education, the problems they emphasize can be listed as the purpose, structure, process and climate of the pre-school organizations.

6 PURPOSE 1. The biggest obstacle for pre-school education institutions to benefit everyone, 2. Pre-school education seminars are not organized by the National Education Directorates, 3. Preschool education institutions as child care homes, 4. Lack of necessary physical and social arrangements for disabled students in preschool education institutions

7 STRUCTURE 1- Failure to close the teacher gap, 2- School structures (such as arrangements for children's physical characteristics, playgrounds, activity areas) are not attractive, 3- The demands for opening a kindergarten in the primary schools are demanded without considering the conditions of the school, the decision comes from the top management and the managers are in a difficult situation, 4- Pre-primary education institutions should not be organized as independent kindergartens,

8 5- Inadequacy of the material resources of the kindergartens in the primary education institutions and the negative effects of the educational activities of the kindergarten students in these institutions, 6- Pre-primary education is not obligatory, 7 - Inadequacy of school projects in accordance with the physical and mental structure of preschool education institutions, 8 - The number of primary school students in the primary school does not open up to the number of students, 9- The lack of school playgrounds, gym facilities, especially school psychologists who will provide psychological support to parents and students, 10- Lack of university education and lack of teaching staff to educate teachers in pre-school education institutions, 11- The fact that the classrooms and the classrooms are not separate, and that the food and classrooms are the same in primary schools is a bigger problem.

9 12- The primary stationery expenses of pre-school education students are not supported by the state. 13- Not having sufficient knowledge of child development in the kindergarten or main classes, 14- Class sizes increase above 25, although the number of students is limited to in the regulation, 15- The parents have reservations against male teachers, 16- Sufficient appointment of permanent teachers, appointment of continuously changing master trainers, 17- Providing full-time education in preschool education institutions and causing these institutions to be perceived as nursing homes, 18- The absence of an auditor from the field under the supervision of preschool education institutions,

10 19- Assignment of the candidates who are university graduates in the assignment of master instructors, in this case, high school graduates entering the classroom with inadequate education, damaging the students rather than benefit 20- Special education in university education, education on child development, lack of education due to lack of faculty member, 21- Presence of shortcomings in music education and theater education of preschool teaching students, 22- Finding criticism that preschool teacher training through open education reduces teacher quality, 23- Less time allocated to practice training during university education.

11 PROCESS 1. School management does not inform parents about the program introduction. 2. The school administration does not provide enough information to inform parents about the pre-school day, 3. Lack of necessary home visits by the school administration, 4. No Family Counseling Line in Schools, 5. Lack of relations with the local press, lack of initiatives to conduct adequate preschool programs on local television,

12 6. Lack of relations between school administrations and women's branches of various associations and parties, 7. The school administrations should include expensive end-of-year demonstrations, and a long time for parents and children, especially for the second term of year-end activities, to experience problems in the program dimension of pre-school education, 8. The lack of adequate initiatives in the field of art activities can adversely affect the social development of students. Understanding with preschoolers for pre-school education institutions can be useful in educating pupils and parents together with children. 9. Not to mention the stories of the parents about the stories about preschool children education, 10. The lack of adequate coordination of the school administration and the district headmanship,

13 11. No written opinion of the residents in the school environment regarding the expectations from pre-school education, 12. Primary school administrators to see their kindergartens in schools as hunchback, 13. The lack of benefit of parents in social activities within the framework of schoolparent cooperation.

14 CLIMATE 1. The absence of the necessary attention to the parents, the absence of places in which parents should expect their children in a comfortable environment during the schooling and drop-out period, 2. The lack of parental education programs, which will also be held in the school. 3. Inadequacy of management to create opportunities for parents to occasionally visit class, 4. Lack of frequent meetings with teachers to prevent teachers from sharing with each other and sharing their problems on the same platform, 5.In the informal meetings of the management of teachers 'conditions of education, student development, student problems, parents' issues, such as sharing ideas on the teas, days not organized,

15 6. Teachers should not be given an assistant staff in their class, causing the teacher to engage in more than one job and disrupting the teacher's psychology, 7. The negative effect of parents on the morale of teachers who do not consider teachers as educators and who are carers of their children.

16 Scope of the Literature -Comparison of pre-school education teachers' views on problems -The Results of Education Teachers by Service Years, School Types and Appointments - Views on child abuse in pre-primary education -Most problems repeated in views on child abuse - Views on teaching Turkish before school -Most problems in teaching Turkish before school -Pictures about computer-play in pre-school education - Views on institutions that train teachers to pre-primary education institutions - Results and Recommendations The sections of the literature related to the problem and the studies, articles, journals related to the subject are listed below;

17 OTHER REASONS FOR PROBLEM (Impressions) 1-) Preschool 5-6 age group of students in proportion to the age population to be determined by the rate of real schooling. 2-) Failure to identify those who do not work at full capacity in schools. 3-) Investigation of reasons for not sending parents to preschool education institutions and not taking measures according to the results. 4-) The fact that 10% free students cannot be checked in official institutions.

18 -LATEST- PREPARED BY : SEFA SEZER İNÖNÜ UNİVERSİTY / FIRAT UNİVERSİTY / ARDAHAN UNİVERSİTY / SİİRT UNİVERSİTY ENGLİSH TEACHER