DETERMINATION OF PRE-SCHOOL TEACHERS’ COMPETENCES TO PREPARE CHILDREN TO LITERACY
DOI:
https://doi.org/10.46827/ejes.v0i0.2107Keywords:
early childhood, literacy, preschool teachers’, competencesAbstract
The purpose of the current study is to determine pre-school teachers’ competences in developing works to prepare children for literacy. The current study, aiming to determine pre-school teachers’ competences in developing works to prepare children for literacy, employed the phenomenological design, one of the qualitative research methods. The study was conducted with the participation of 18 pre-school teachers working in pre-school institutions. The data of the current study were collected with a semi-structured interview form and an observation chart developed by the researcher. In the analysis of the data, the descriptive analysis technique was used. As a result of the current study it was concluded that the pre-school teachers conduct limited variety of activities within the context of preparing children for literacy, they mostly prefer desks to conduct these activities, they prefer teacher-centered activities and they experience some problems during the process in relation to parents, children and provision of materials.
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