Abstract:

This research was conducted to examine the views of preschool teachers about early literacy skills. Purposive sampling method was used to determine the study group. 20 preschool teachers working in official kindergartens in Bursa Province İnegöl district participated in the research. The research was designed with the basic interpretive design method, one of the qualitative research methods. The semi-structured interview form, which was created by the researchers and finalized by taking expert opinion, was used as a data collection tool. The data of the study were collected through one by one interviews with the teachers. The obtained data were analyzed using the content analysis method. According to the findings obtained from the research; the majority of the interviewed teachers did not know the concept of early literacy or they knew it incompletely and incorrectly and interpreted it as early learning of literacy, that phonological awareness and letter knowledge skills were known the most among the early literacy skills by the teachers; They introduce only vowels from letters. It was found that teachers mostly used ready-made worksheets and activity books are used intensively in the activities related to early literacy skills. It is seen that the book center is mostly used to support early literacy skills and environmental print in the classroom are mostly not included. It is one of the most important results of this research that qualified pre-service and in-service training should be given to pre-school teachers.

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