Abstract:

Pre-school period is the most critical period of development. In this period, the child is carefully observing and imitating family members. The students of teachers who use effective and efficient class management methods to their students in the classroom have also been shown to be more consistent and successful and have higher levels of self-esteem From this point of view, the relationship between the attitudes to class management and the attitudes to the drama method of pre-school teachers candidates who are still undergraduate is an issue worth researching. This study aims to explore the relationship between class management beliefs and attitudes of pre-school teachers candidates and their attitudes towards the creative drama course in terms of various variables. The examples of the research are made by the University of Uludağ Faculty of Education Basic Education Department of Pre-School Teaching Department of Anabily 200 teachers candidates who are studying. In the study, Adıgüzel (2007) created the Creative Drama (Drama in Primary and Primary Education Drama) Course Related Attitude Scale and Martin, Yin and Baldwin (1998) developed and Savran (2002) applied the Class Management Related Faith and Attitude Scale. The data was analyzed using the SPSS-18 package program. Relational scan model was used in the research. The study finds that pre-school teacher candidates' class management beliefs and attitudes are a meaningful promoter, and that the teacher candidates' attitudes towards the creative drama course are a meaningful promoter. There has also been no significant differences in the analysis of the attitudes of pre-school teacher candidates towards the creative drama course and their beliefs and attitudes regarding class management, whether or not they have previously taken the class management course, whether or not they differ according to class levels and the type of teaching.

Keywords: