Abstract:

This study aims to explore and evaluate the views of pre-school teachers on how the pre-school education period affects the school motivations and the ability of children to adhere to the rules. The universe of study is formed by pre-school teachers who work in the independent kindergartens located in Gaziantep or Şehitkamil district and in the state schools that have motherhood in it. There are 161 teachers in this universe. The teachers who participated in the study were applied to the pre-school training period prepared by the researcher; "The scale of teachers' opinions on the impact of the pre-school training period on children." The analysis of the data obtained at the end of the application was used by the SPSS 21 program. In the analysis of the data, first and foremost, the frequency and percentage analyses were made based on the demographic characteristics of the participants. We then looked at the frequency and percentage values of 17 questions comparing the time of pre-school education. Considering the distribution of the data collected with the last developed scale, the next step determines which analysis technique should be used. T-Test and ANOVA tests were applied for independent groups to determine whether there is any differentiation between the demographic characteristics and the teacher's opinions. According to the analysis of the data obtained from the tests, teachers who participated in the study generally believe that the child's start of pre-school education in 36-48 months is more positive than the child's start in 60-72 months. When compared with the responses given by teachers with the demographic characteristics, there was no differentiation in the gender, state of education, age and class presence of teachers and there was a significant difference in the type of school they graduated from.

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