Özet:

Abstract Pre-School Education prepares the child for life by teaching the basic life skills in the process of preparation for primary school. It is offered by a pre-school education program on how the child will react to new events and situations, how to communicate with the people he has recently met and how to adapt to society. These qualities, also held in the life knowledge curriculum, help the child to realize his self by offering cuts from his life. So the child will grow up as a person with high self-confidence, enjoying learning. This study aims to determine the link between the 2013 Pre-School Education Programme, which covers the education of children aged 36-72 months, and the 2017 Life Knowledge Teaching Programme. In the current research, the curved program is a programming approach that takes into account the principle of consistency between achievements and aims to re-learn achievements. In addition, the values and skills created in relation to the achievements have been addressed. The method of this research is defined as an imaginary study in the scan model. In the study, the relationship between the Pre-School Education Programme and the Life Knowledge Teaching Programme compared to the method of document analysis, the relationship between the achievements was revealed. The study’s work group is obtained from the current 2013 Pre-School Education Program and 2017 1. Class Life Knowledge forms a teaching program. In the framework of the research, the Pre-School Education Program and Life Knowledge Teaching Programs, the development fields/units, achievements and indicators, objectives, program basic characteristics, skills and values, compared, the correlation between the two programs has been identified. In the framework of this result, it was recommended that future programs be designed in a rounded perspective, identifying the level and how teachers gain their achievements in both programs.