Özet:

Turkey, which is living in the immigration phenomenon, is trying to ensure and preserve the living standards of migrants. Accommodation, nutrition, the protection of their health and the provision of their education are both human and cultural and international tasks. Even if education is usually not considered a priority, it is not clear when this population will return to their countries, supporting their development, ensuring that they continue to live in harmony with the country they are guest, and educating individuals who will be responsible for the development of their countries when they return to their homeland, it is in fact as important as other needs. In addition to the camps, migrants from different countries are placed in many parts of Turkey and are also traced and supported in terms of their needs. In recent years, the largest population of migrants is Syria. While migrants from Syria were children, there were also children born with their marriages in the country. The education of these children residing in different cities is protected by international rights and the countries signing the Universal Declaration of the Rights of the Child have taken the necessary measures. Apart from the camps, the children were taken to karma education so that they were not separated from the local people, and in different stages the children of migrants in different classes were taken to education like Turkish children. It is now known that pre-school education is the main stone of being a person, and immigrant children are not kept away from this education, and every immigrant child of age is registered in the pre-school institution. Cultural and emotional differences are thought to lead to educational difficulties. The investigation of the extent of the measures and practices taken contribute to this research is the purpose of this research. The results of the study will be a suggestion in the organization of educational policies for immigrant children. The sample of the study, after getting information about the situation with a pre-school teacher working in the Hatay province, which is located in the border area and one of the most migratory cities, forms 18 pre-school teachers working in the Hatay province with the method of sample cartopus in their classes with Syrian immigrant children. Research is a quality research model in which the situation is identified. The data collection tool has been organized by researchers a conversation form where teachers will gather data on how they communicate with Syrian migrants, the challenges and recommendations in education. The results of the findings obtained by the analysis of the obtained data are as follows: the teachers who speak Arabic can communicate with their children directly, with the help of the teachers who speak Arabic between the children or the staff in the classroom and with the use of the body language; the greatest problem is behavior, social harmony problems, the immigrant families are uninterested in the education and nutrition of the children and the immigrant event is happening in Turkey, and the teachers in the pre-service and service can get education in terms of language and culture, the immigrant people can also make different practices to ensure the awareness of the cultural values of the region in order to adapt to the country. In accordance with the results of the study, the following recommendations can be made: to communicate, to register immigrant children to teachers who speak Arabic, or to appoint a second teacher who speaks Arabic, to support children and families’ Turkish learning, to inform immigrant families about their children’s development and self-care skills, to ensure that teachers in the pre-service and service are educated towards the fact of immigration, to ensure that activities are organized to create mutual cultural awareness in order to avoid cultural disorders.

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