An Investigation About Actualization Levels of Learning Outcomes in Early Childhood Curriculum

Abstract

Understanding the characteristics of preschool-age children is an important and first step for supporting children’s healthy development and school readiness. Children may show different developmental features and come different social, socio-cultural background; however, they are in the same age. Reaching of education at a desired level will be achieved by a good curriculum which is organized and put in practice. Therefore, the curriculum should be organized by considering all students’ features. Therefore, the curriculum should be practicable and related with the needs of today’s world and social expectation for a good early childhood education programs. Accordingly, it is aimed to investigate the actualization levels of learning out comes related to developmental areas in early childhood education curriculum. Working group of the research is composed of 165 primary school teachers and 136 pre-school teachers working in districts and Centre of Sırnak, Turkey. Scanning method was used in the study. Two different questionnaires were prepared related with developmental areas of early childhood and the data was obtained through a questionnaires and analysed in SPSS package program. Questionnaires have two parts. In first part, there is personal information about teachers and in the other part there are statements about out-comes of developmental areas in the Early Childhood Curriculum. According to the results, the pre-school teachers gave a high score to the questionnaire by stating positive opinion towards the pre-school curriculum sufficiency and achievement. In addition, primary teachers gave lower scores on the questionnaire that the children achieved out comes. As a result, significant differences were found between pre-school and primary school teachers' views on all areas of development.