Özet:

This research was planned to determine the awareness of preschool teachers about out-of-school learning environments, to determine the contribution of out-of-school learning environments to children's development and education program from the perspective of teachers, and to determine their adequacy in the framework of family participation-school administration-pedagogical education. The research was designed in a qualitative pattern in order to examine the views of preschool teachers on the subject in depth. The research data were collected with a semi-structured interview form, one of the qualitative research methods, with 20 preschool teachers selected by criterion sampling method. The data obtained from the research were analyzed by dividing into codes and categories. In the study, while preschool teachers defined out-of-school learning environments as environmental or informal learning areas outside the school and classroom; They gave examples of out-of-school learning environments such as libraries, museums and zoos. According to the preschool teachers who were the participants of the study, it was seen that out-of-school learning environments supported the development of children's skills such as problem-solving skills, self-care skills, muscle development and focusing. On the basis of the education program, they stated that out-of-school learning environments contributed positively to the concept development of children. Preschool teachers stated that they should work on the use of out-of-school learning environments by showing active participation and volunteerism in cooperation with family participation and school administration.

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