Özet:

Objective: It is important that pre-school teachers who are interconnected with children according to their tasks, in addition to their educational and educational activities, have specific knowledge and equipment in the field of healthcare. It is not possible to determine when their health needs, especially emergency issues, will arise. In this study, we also aimed at raising the knowledge and experience of students studying in the child development department, the child’s health and events that require emergency intervention. Tools and Methods: In the context of the study on first and last-class students who are trained in the framework of the Gaziosmanpaşa University Child Development Programme, the demographic information of the students was recorded, whether they have previously received first aid education, whether they have participated in any course or training in the field of health, and whether they have not participated in any course or training in the field of health, and whether they have been asked to fill the survey form with the child health information level of 20 questions. Each question answered correctly was 1 point; in the end, the lowest 0 and the highest 20 points were obtained. Results: 33.7 per cent of first-class students and 51.6 per cent of last-class students found themselves sufficient on child health. The vast majority of their students have found that they correctly answered questions related to the method of fire intervention, the risks of obesity, personal hygiene, electrical shock, head trauma and foreign bodies. Moreover, only half of the students are infected with tuberculosis by air (First class: 42.1% and last class: 50.5) and "What should first be done in the burns resulting from hot water leakage?" The correct answer to the question is, "It should be kept under the flowing fountain water for at least 5-10 minutes." The answer was found (First class: 43.2 percent and last class: 52.7 percent). In addition, only one-quarter of the students said, “The child who drinks washing water, cleansing material like the detergent should be immediately shed.” (First class: 27.4 % and last class: 25 %). 3) The statement was incorrectly indicated. The average total score of last-class students (15.27±2.30) and the percentage of success (%76.3) were higher than the first-class students (13.00±2.93,%65) (p<0,001). Results: The average of the total scores of last-class students; although it is determined to be higher than the first-class students; it is found that students do not have sufficient level of knowledge about the problems they may often encounter in their professional lives, such as interference with the patient who drinks corrosive substances, first post-burning intervention, tuberculosis pathways. In this regard, the content of the educational curriculum given to students is believed to contribute to the level of knowledge increased by the creation of problems they may often encounter in their professional lives. It is also necessary to ensure continuity of information with post-graduate training.

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