Özet:

Purpose: When literacy preparation activities in the pre-school period are planned in a way that will enable children to gain skills that will support their adaptation to primary education, it facilitates the transition of children to primary education and contributes to their readiness. In order for children to make a harmonious transition between the two levels, it is important to understand the views and expectations of pre-primary and primary school first grade teachers regarding literacy preparation. Through this study, which was carried out for the first time in the Turkish Republic of Northern Cyprus, the evaluation of the literacy preparation studies included in the TRNC Pre-School Education Program created in 2016 within the scope of the Basic Education Development Project by the kindergarten and primary school first grade teachers was examined. Within the scope of the study, the opinions of two different teacher groups on the contribution of literacy preparation activities applied in preschool education to the readiness of the child for primary education were tried to be determined in a multi-faceted way. Method and Materials: The study group of the research is the teachers who provide education in Nicosia, Girne, Famagusta and İskele districts in the 2019 - 2020 academic year. 29 kindergarten teachers and 26 primary school first grade teachers who voluntarily agreed to participate in the study from 28 official schools working in public schools affiliated to the Ministry of National Education and Culture of the Turkish Republic of Northern Cyprus. In the collection and analysis of the data of the research, case study design was used within the scope of qualitative study. The audio recordings obtained from the interviews with the teachers were analyzed and basic categories were formed and grouped as themes. Result: According to the results of the research, both groups of teachers stated that the main purpose of these studies was to "support primary school preparation and adaptation to school", while they came to the fore with different understandings about the methods of achieving this. While it was emphasized by the majority of preschool teachers that the TRNC 2016 Preschool Education Program contributed positively to the achievements of children and that teachers could plan more freely, primary school teachers emphasized the disconnection between levels. Both groups of teachers emphasized the necessity of cooperation between teachers in the transition process and its importance in terms of program integration and facilitating the adaptation of the child.

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