Abstract:

The aim of this study is to investigate the effect of brain-based learning activities on primary school readiness. For this purpose, the study was carried out with 45 students aged 5-6 years who attended a special kindergarten from October to the end of December in the 2017/2018 academic year. The study was carried out according to a single group pre-test post-test model. Brain-based activities were applied to students during the period covering October-December. In this study, Marmara Primary Education readiness scale was used. The data obtained through the application and development form were uploaded to the defined SPSS program. These data were analyzed according to the sub-problems of the study/research. In the analysis of the data, "Dependent Groups t Test" and "Independent Groups t Test analysis were applied as statistical technique. The paired group t-test was used to test whether the difference between the average of the two identical groups was significant. The goal is to investigate/explore whether the results obtained in two different conditions are different. It was used to test whether the difference between the average is significant at a certain level of confidence by comparing the average of the determined group at the two different times. This is the pre-test-post-test model that is used in typical case studies to compare the two average with repeated measurements. According to the findings, it was observed that Brain Based Learning Activities were effective on school readiness. In line with these results/ Based on these results, it would be appropriate to prepare the environment and activities that will enable the child to participate effectively in the learning process, transfer what they have learned to other educational situations and use them in new situations. Educational environment activities prepared with rich and effective stimuli will enable the child to discover, do research, make meaningful learning instead of memorization and make the information meaningful.