Özet:

Transitions in preschool education are a process that contributes significantly to children's development. Transitions in the classroom facilitate children's learning, improve social cohesion, and contribute to classroom management. Research shows that transition strategies can improve children's social-emotional skills, reduce problem behaviors, and provide effective classroom management. In this research, preschool teachers' use and planning of in-class transition activities were examined. The participants of this research consist of a total of 17 teachers working in kindergartens in Ankara and Konya. Participants were selected using convenience sampling method. In this study, interview and observation methods were used to determine teachers' views on classroom transitions and the strategies used. The research data were analyzed using the content analysis method and attention was paid to the importance of validity, reliability and the role of the researcher in qualitative research. In the results of this study, which examined preschool teachers' views on classroom transitions and their use and planning of classroom transition activities, the teachers participating in the research defined classroom transitions as "transition between regularly planned activities". Teachers' views on classroom transitions were "transition between activities", "work that prevents disconnection between activities", "preparing children for the next activity" and "connecting activities". Teachers stated that they paid attention to the individual characteristics of the children, the balance of the curriculum and the physical condition of the classroom while planning classroom transitions. It was also observed that teachers mostly used auditory strategies and had problems with transitions after free time activities. The findings obtained from the research were discussed in the light of the study results in the literature and suggestions were presented.

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