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We have worked on the faults of the goals of preschool education in Turkey in our project and suggested some solutions.This slide will introduce you to our project,finally we are so proud of your inserest,and we thank Hayal Köksal.

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  1. 1. GOALS of PRESCHOOL EDUCATION Zeynep ÇELİK (Leader) Feyza Yeliz BAYINDIR (Art Supervisor) Gizem BAŞARAN (Researcher)
  2. 2. Our ‘’İmece Circle’’:Drawn Ways Brighter Future -Gizem BAŞARAN -Feyza Yeliz BAYINDIR -Zeynep ÇELİK • Department: Primary Education • Average age : 20 • Met every Friday at study • Our motto is : ‘’ Our gold should be your goal.’’
  3. 3. Problem Statement Gantt Chart Fishbone Diagram Matrix Diagram Literature Review Data Collection & Analysis Survey Suggestions References Thanks CONTENT
  4. 4. PROBLEM STATEMENT There are certain problems about our preschool education and education system of our country and these problems derive from a variety of causes such as MEB, parents, students and teachers- it is our subject.
  8. 8. ROOT CAUSES facebook/kelebekkres www.egitimajansı.com
  9. 9. • To get information efficiently is important for teachers more than students because teachers are responsible for teaching the ones which are not known. Teachers should develop themselves in terms of having knowledge, social skills and characteristic features. LACK OF EDUCATION
  10. 10. LACK OF EDUCATION • Also, they should improve their students on the same way. However,unfortunately, there are many teachers who have not enough knowledge about their field in our country and it leads to certain problems in education system.
  11. 11. LACK OF EDUCATION • Finally, due to lack of education and awareness, the aim of preschool is not implemented as expected. In conclusion, the quality of education in our country is not enough to feel proud.
  12. 12. LITERATURE REVIEW The teachers' attitudes to preschool, i.e. ways of working, interaction between the children and between the children and the teachers and parental cooperation, are also vital factors for the quality.
  13. 13. LITERATURE REVIEW • • The study explored relationships, for 60 preschool, kindergarten, and first grade teachers, among teachers' beliefs about how children learn, their views on the goals of early childhood education, their positions on policies related to school entry, testing, and retention, their satisfaction with current practices and pressures for change, and their actual practices. Results revealed, for preschool and kindergarten teachers, significant associations among beliefs, goals, practices, and to some degree policy positions, that map on to current debates among experts on child-centered versus more didactic, basic-skills approaches. •
  14. 14. • Preschool process has a vital importance for the children’s lives and some preschool teacher’s unconsciousness is one of the greatest factors that cause a deviation from the education purposes and high quality teaching- learning-improving process. UNCONSCIOUSNESS
  15. 15. UNCONSCİOUSNESS • So they may easily harm preschoolers by neglecting unconsciously or not them by doing these: • There are many teachers who are talented and sufficient but they are not aware of the process. • They may not take care of the children and make trainees to their responsibilities.
  16. 16. UNCONSCİOUSNESS • Some teachers exhibit the example of pass the buck attitude. • They may aim just filling in time. • They may not try to improve and renew themselves. • They may not aim to follow ,fix or support the children’s growths, disabilities and abilities.
  17. 17. THE MATTER OF TEACHER • Based on the theoretical framework of psychoanalysis, this study presents a discussion concerning the presence of the unconscious in educational and pedagogical relationships and practices established between a teacher and a child in early childhood education. • 863X2012000200010&script=sci_arttext&tlng=en
  18. 18. LEARNİNG PROCESS AND TEACHER’S MATTER • It is known that to educate necessarily involves working with and among people. It is a relational, interactive activity, in which desires, interests and needs of another, i.e. the son/daughter, the child, the student, are present. In this sense, school education, especially Early Childhood Education, relies basically on the quotidian interactions between teachers and children, without which the school is nothing more than an empty shell lifeless, motionless and without action. (Tardif & Lessard, 2007) • 863X2012000200010&script=sci_arttext&tlng=en
  19. 19. • Reluctance is derived form various factors. These factors could be individuals or because of education system and conditions. • In the article ‘Behavior and Attitudes of Teachers’ Sevda BEKMAN refers to significant point for our early education system. RELUCTANCE
  20. 20. Behaviour and Attitudes of Teachers • A number of studies have examined the difference in attitudes and behaviors of teachers in early childhood education programs with respect to certain variables such as type of institution, class room density and the age of the children they worked with, educational level, level of satisfaction with job and salary.
  21. 21. Behaviour and Attitudes of Teachers • Among these studies an investigation of 248 university students from 4 universities revealed that although training to be a preschool teacher was not the first choice that many had selected in the university entrance applications forms, once their began their education they were pleased with their choice (Dincer,2000b).
  22. 22. Behaviour and Attitudes of Teachers • In a study by Turla, Tezel and Avcı (1997) it was found that teachers with more years of experience and lower levels of education have difficulty in both adapting to new techniques and more prone to mention problems.
  23. 23. Behaviour and Attitudes of Teachers • Investigating the attitudes of teachers with respect to various factors such as age,material status, years of experiences, number of children in the class and job satisfaction.
  24. 24. Behaviour and Attitudes of Teachers • Reluctant teachers do not pay attention to child’s wishes or ideas, exhibited dominating behaviors and enforced a large number of rules for children. • The working conditions are also effective for teachers’ attitude: teachers working with smaller groups of children and for only half a day are found to be more democratic than teachers working a full day and with larger groups( Zembat and Bilgin 1996).
  25. 25.  
  26. 26. KEREM,4
  27. 27. Data Collection Methods • Interview with teachers & academicians • Questionnaire to be filled by teachers
  28. 28. S U R V E Y
  29. 29. SURVEY To get an useful conclusion, we visited five preschools and asked ten questions to the teachers about our current primary education system.
  30. 30. QUESTION.1 In your opinion, is curriculum of preschool enough ? Yes: 35% No : 65%
  31. 31. QUESTION.2 If you say ‘YES’, do you adhere to curriculum of preschool education ? Yes : 30% No : 70%
  32. 32. QUESTION.3 If you say ‘NO’ to question.1; in your opinion, what is the biggest problem of system ? • Lack of parent’s knowledge • Not to be understood of goals and value of preschool education • Crowded classes • Absence of useful materials
  33. 33. QUESTION.4 Is there enough teacher at school where you are working? Yes : 60% No : 40%
  34. 34. QUESTION.5 How many students are there in a classroom? Average : 15-20
  35. 35. QUESTION.6 In your opinion, is there enough staff at your school ? Yes : 85% No : 15%
  36. 36. QUESTION.7 In your opinion, do yo have enough material which improves children’s cognitive and motor development ? Yes: 60% No : 40%
  37. 37. QUESTION.8 According to you, is preschool education considered sufficiently in our country ? Yes : 8% No : 92%
  38. 38. QUESTION.9 At the final of the process; do social skills, physical and mental development of the preschoolers improve adequately? Yes : 90% No : 10% *There are individual differences.
  39. 39. QUESTION.10 a) Do you have knowledge about goals of MEB; Yes : 90% No: 10% b)In your opinion, are they sufficient ? Yes : 80% No: 20%
  40. 40. I N T E R V I E W
  41. 41. INTERVIEW We asked some questions to people who are wandering in Ortaköy and others who live in variable places about their children and preschools. We faced with common opinions in the following:
  42. 42. • Financial statement is important factor at choosing a high quality preschool. • Parents want their children to socialize by prefering preschool education. • Parents should follow their child’s development as well teachers. • Parents want their children to have another foreign language. • Private schools are more careful and effective than public schools. INTERVIEW
  43. 43. How can teachers stay motivated when so many factors make teaching so difficult?
  44. 44. Those who become teachers want to make a difference in the world. They love and care about children. They also want a fulfilling job. Unfortunately, the reality of teaching today often does not match these expectations. Large class sizes, mandated curriculum, behavior issues, and school bureaucracy can make teaching more stressful than fulfilling.
  45. 45. New teachers often comment that teaching is much more difficult than their training prepared them for. Second career teachers say that teaching is the hardest job they have ever had. One study found that around one-quarter of new hires leave teaching within five years. In schools that serve low-income urban areas, the retention rate dips to 50 percent within the first five years (Hare, Heap, & Raack, 2001).
  46. 46. • SUGGESTIONS • Instead of being increased the number of universities which have preschool education department, the ones which are existed should be improved. • There should be interview in order to observe teachers whether they are suitable for their occupation or not. • Much more teachers should be appointed to preschools and each teacher should responsible for certain students.
  47. 47. SUGGESTIONS • Traniees should not take the place of teachers in the schools. • Ministry of education should charge a variety of inspectors for more quality preschools. • Parents should follow their children’s attitudes and developments by connecting with their teachers.
  48. 48. REFERENCES • İmece Circles by Dr. Hayal KÖKSAL • 56257.2014.986909# • Sevda Bekman, Early Childhood Education in Turkey (International Perspectives on Research in Early Childhood Education) • S0885200697900053 • luctant-teachers1.pdf • 863X2012000200010&script=sci_arttext&tlng=en
  49. 49. Thanks for Your Attention and Patience  The most thankful to HAYAL KÖKSAL 