Özet:

This research, which aims to obtain the views of the teachers of pre-school education on the recognition and evaluation of children with the game, was conducted in the scan model and using the quality method. A semi-configured conversation form developed by researchers as a data collection tool has been used. In the framework of the study, the opinion of 45 pre-school teachers working in the state schools in the Burdur province was requested. The data obtained was analyzed through the content analysis method. According to the findings obtained from the research, the game for pre-school teachers is important in terms of recognition and guidance of the student, training planning and the ability to communicate with the student. Teachers often prefer observation, communication and play with the family from the methods of recognizing and evaluating the student. The game is seen as the world of the child, the basic job, the instrument of learning and discovery. Teachers prefer the game as a means of education and recognition of the child. According to teachers, students experience more positive emotions, such as happiness, joy, excitement and relaxation during the game, as well as negative emotions such as loss, anger, fear. While children experience more problems in games, such as sharing, leadership, role distribution, they solve these problems by speaking or by touching the teacher. Children play the role of family members more. The games, toys and roles that children prefer vary according to gender. The children reflect the events they live in real life, they observe in the game. Teachers can learn important information that can affect the development of the child through the game. The results are expected to keep the researchers light.

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