Abstract:

The study "MEB 2013 Pre-School Education Program" was conducted with the aim of evaluating the development of children's reading and writing skills. The MEB 2013 Pre-School Education Program is studied by the method of document analysis taking into account achievements, learning process and evaluation stages. According to the study, when the MEB 2013 program examined the achievements aimed at supporting reading and writing skills according to the fields of development, it was found that the achievements in the fields of cognitive and linguistic development covering the basic field of reading largely supported reading skills, but the achievements that represent these fields remain insufficient in the awareness of the basic field of writing. It has also been found that there is no sufficient number of achievements related to reading and writing skills in the fields of social-emotional and motor development. When evaluated from the point of view of the learning process, the explanations on the implementation of the activities that include the basic areas of reading and writing remained insufficient and there was no center in the program that could support all dimensions of the basic areas of reading and writing directly. In terms of the size of the assessment, the general impression was found that the multi-dimensional assessment tools covering all areas of reading and writing skills were limited and that individual differences were not taken into account.