The study of pre-learning abilities of the kindergarten children aged five and six of the famies with various socio-economical status

This study was performed to analyze the early learning abilities of the children of the families with different socio-economical status who attend pre-school education institutions. The sample of the research consisted of 150, five-six year old children of the upper, middle, higher socio-economical status families attending to the National Education 16 pre-school education institutions in Samsun province. To optain data, ? General İnformation Form? including the questions relared to the children and their parents was used. ?the Evaluation Scale for Early Learning Skills? was applied to the children enrolled in study. Kruskall Wallis Test was used to determine the influence of socio-economical status on ?Thinking, Language, Numeracy Abilities? termed early learning abilities. Morover, the effects of gender of the children and parents? age variables on the main scores of early learning abilities were analysed using Mann-Whitney U Test. The effects of the course duration on early learning abilities were analysed using Kruskall Wallis H Test.In accordance with the data, there were differences in SES ( Socio-economical Status ) groups in terms thinking abilitiy sub-scale scores. The ranking mean of thinking abilitiy sub-scale was higher in upper SES group than that in lower and that in middle SES groups. Additionally, the ranking mean of lower SES group thinking abilitiy sub-scale scores was lower than that in upper SES group and higher than that in lower SES group. There were differences between SES groups oin terms of language abilitiy sub-scale scores. The ranking mean of upper SES group language ability sub-scale score was higher than those in lower and middle groups. In terms of language ability sub-scale scores, middle SES group was higher than lower SES group. In terms of numeracy ability suc-scale scores, tehere were differences in favour of upper SES groups. Middle SES group scores were lower than that in lower and that in upper SES groups in terms of numeracy ability sub-sclae scores. In terms of early learning skills, tehere were statistically significant differences between SES groups. Early learning abilities were observed higher in favour of upper SES group. Additionally, the ranking mean of middle SES group early learning abilities was observed higher than that in lower SES group and was lower than that in upper SES group.