Abstract:

This study aims at determining preschool and classroom teachers’ views on preparatory activities for emergent literacy during preschool. In this study, case study, a qualitative research design was used. The study group of the research consists of three preschool and three classroom teachers who worked for an elementary school in Ankara during 2011-2012 education year. Data collection was conducted through a semi-structured interview form. Focus group technique was employed for the research data collection. In relation to the findings obtained in the research, it was determined that within emergent literacy activities in preschool education institutions, mostly drawing, teaching concepts, sound activities, and even though not very often and widely spread, letter activities are conducted. According to classroom teachers, too much pencil practices and learning reading and writing beforetime in preschool cause children to experience problems such as writing incorrectly, being bored of school and regression.

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