The comparison of kindergarden teacher' s perception of adequacy related to reading- writing skills and her opinions on making use of games in teaching reading and writing

The purpose of this study was to compare the perceptions of teachers about reading – writing and the use of play in teaching reading and writing. This study group, which is made by using the relational screening model, constitutes preschool teachers who are working in private and public schools in the city of Istanbul in fall semester of 2017-2018 academic year. The study group was formed on the basis of volunteerism and the measurement tools were applied to 109 preschool teachers. In order to determine the competences of pre-school teachers for reading and writing studies '' Proficiency Scale for Pre-School Teachers' Readings for Reading and Writing Studies' 'developed by Mr. (2008) was used as a means of collecting data in the study. In order to determine the opinions of the pre-school teachers about the game selection, the questionnaire "Opinion about the selection of the administrators and teachers of the private preschool education institutions", prepared by İnan (2011), was used. The average scores and standard deviations were calculated to examine pre-school teachers' competencies in reading writing studies and their views on play selection. Besides, in the process of deciding preschol teachers' opinions' levels, the points between "1- 2.33" were accepted as "Low", the ones between "2.34-3.67" were accepted as "Medium" and the ones between "3.68- 5.00" were accepted as a "high" level. All of the data obtained in the study were analyzed with the IBM SPSS 21.0 package program. Frequency and percentages of the variables were calculated in order to summarize the demographic characteristics of preschool teachers constituting the study group. It has been determined that the pre-school teachers ' scores on the proficiency-skewness scale, the histogram graph and the distribution are normal, showing the normal distribution of the proficiency scale for the readiness to reading and writing studies. Pre-school teachers were applied t-test unrelated (independent) groups to investigate whether there was a significant difference in the adequacy of their readiness to reading and writing activities according to their demographic characteristics, age and according to the school worked for. One-way analysis of variance (ANOVA) was conducted to determine whether the pre-school teachers had significant differences according to the age of seniority, the type of school they graduated and the age of their students. When a difference was found between the groups in ANOVA's results, the post-hoc Scheffe analysis is used to determine the source of the difference (among which groups). According to the results obtained according to the analyzes made, it is seen that the score of the teachers who are under 30 years old is higher than the score of the teachers who are 31 and above. It was also found that the scores of the teachers in the 6-year-old group were higher than the scores of the teachers in the 4-and 5-year group. Again, the field knowledge of the teachers who participated in the study was examined according to the institution type they work for and the findings were found to be significant. Teachers' field knowledge scores in elementary school kindergarten were higher than independent schools' kindergarten teachers. On the other hand, there was no significant difference when the teachers who participated in the study were examined according to their knowledge of teaching reading and writing, the type of school they graduated and the occupational status. As a result of working on the analysis made, the comparison of the teachers' perception of reading and writing competence and their perceptions about the use of games in teaching reading and writing was examined and it is found that the teachers who participated in the study had a "high" level of knowledge about using games for educational purposes. Keywords: Preschool Period, Primary School Period, Preschool Teacher, Preparation Activities For Reading And Writing, Function of Play During Preschool Ages