Abstract:

The pre-school education program enables the teacher to create a common structure that enables them to set goals, plan and implement events to support their development and learning. The development of a pre-school education program has been considered an important step for improving early childhood education by developed and developing countries, and now the program-based pre-school education is widely applied in many countries. In the process of education, what teachers think and do is important. When a curriculum changes, the effectiveness of change is influenced by how teachers perceive and assess the change. This study, according to the teachers’ opinions, aims to study what has changed in the updated pre-school education program and how teachers perceive these changes in the various dimensions of the program. In the research, the method of conversation from the quality data collection techniques was used. Interviews were held with teachers working in different formal kindergartens n=17. According to the results of the study, teachers pointed out that there were changes in the program’s purpose, process, evaluation, and family participation dimensions, and expressed these changes in a positive, negative and unimportant form. The data obtained contains important findings for the practices and policies of pre-school education in Turkey

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