Abstract:

Pre-school education has an important place for children to be successful in their future lives. One of the objectives of this education is to ensure that children are prepared for primary education. Children’s visual perception development and read and writing preparation skills are supported within the program. The development of visual perception is necessary because it regulates the reports that the sensory organs transmit to the brain. The preparation for reading and writing works are aimed at developing children’s hearing perception/phonological awareness, attention and memory, learning concepts, problem solving skills, pen holding skills, self-care skills, reading and writing awareness. In relation to these studies, the child’s visual perception and motor coordination should be in harmony. The aim of this study is to determine the levels of visual perception development of children who continue to read and write and to study the relationship between the levels of read and writing preparation. For this purpose, the level of visual perception of a child with a typical developmental feature has been determined by the Berry-Buktenika Developmental Visual Perception Scale and the Reading and Writing Preparation Skills Assessment Tool. Results, frequency, percentage, arithmetic average values are given, the relationship between the two developments is presented with the Pearson Correlation Score. According to this, children of the same age group with a better level of visual perception have better read and writing preparation skills. As the level of visual perception development decreases, the children’s read and writing skill scores also decrease parallelly.

Keywords: