Abstract:

This study has studied the level of knowledge of the pre-school teachers’ vocational awareness concept and the classroom activities used in the provision of vocational awareness skills to children. In obtaining the data, the researchers created a "conversation form to identify information and class-in-class practices related to intellectual awareness skills." Data from 18 pre-school teachers have been collected and findings have been obtained using content analysis from quality research methods. In the context of the research, the data is not obtained, but "How do you define the vocational concept? How do you define the development and level of vocal awareness skills? What do you think about the importance of the concept of voice awareness? What kind of activities do you do in relation to the development of vocational awareness skills in the pre-school period? What do you look at when creating events? What do you do when evaluating children’s voice-conscious skills? What are the problems faced at the stage of the provision of voice-conscious skills to children?" Questions are asked. With regard to the findings obtained, the teachers have found that they do not know the concept of vocal awareness, the skills belonging to this concept and the development of these skills. It has also been observed that they are unable to prepare the activity towards their voice-conscious skills and that the evaluation is not done.

Keywords: