Abstract:

The purpose of this survey study was to analyze teachers’ perceived significance and realization levels in practice of instructional goals and attainments, methods and techniques used in the teaching process and assessment techniques in 2006 Preschool curriculum. The sample consisted of 72 preschool teachers selected through simple random sampling technique. The needs analysis form transformed from goals and attainments for 36-72 month children was used as the data collection tool in this study. It consisted of personal information section and “significance level” and “realization level” for goals and attainments, methods and techniques, assessment techniques. The findings showed that preschool teachers viewed goals and attainments of preschool curriculum, methods and techniques such as drama, case study and observation intended to be used in preschool education as significant but realization levels of goals and attainments and methods and techniques remain at low-level. Besides, they viewed alternative assessment and evaluation techniques as significant but they are not commonly used in practice