Okul Öncesi Eğitim Kurumlarındaki Türkçe Bilmeyen 3-6 Yaş Çocuklarının Karşılaştıkları Sorunlar Hakkında Öğretmen Görüşleri

Immigration is a phenomenon effecting children as well as adults. Preschool children go through some adaptation problems in school and class environments, in addition to the general stress condition. The problems of immigrant children in school which they face in the course of their education lay a burden on the educators of the receiving country. The multiculturalism has always been observed due to the immigrations throughout the history of Cyprus Island. Individuals of different cultures would only be able to have a notion of global citizenship for the adaptation to the globalizing world, by means of multicultural education. The objective of this research is to determine the problems encountered by preschool children of 3-6 years who live in TRNC and do not speak Turkish and to define methods to mitigate these problems and solution suggestions, depending on opinions of teachers. The working group of this study is consisting of a total of 10 teachers of 2016-2017 school year, with 8 of from teachers and 2 of subject matter-teachers from preschools, Şehit Özdemir Anaokulu, Doğu Akdeniz Doğa Anaokulu, Green Island Montessori Anaokulu and Alasya Vakıf Anaokulu. This research is designed as a case study, using a holistic single case design. Difficulties of the preschool children who don’t speak Turkish are studied as the unique theme of the research; however, the preschool teachers of Famagusta region are considered as a single case. Data of the research are collected from 10 teachers by means of personal interviews. Based on the data gathered, themes and sub-themes are defined with content analysis, weights of the phenomena in the basic problem are iv determined. Data collected from a sampling group of 140 preschool children from Russia, United Kingdom, Southern Cyprus, Iran, Philistine, Pakistan, Libya, Syria, Turkmenistan and Nigeria. Results of the research reveal that the preschool institutions of TRNC and their equipment-environments, curriculum, proficiency of teachers and the perception of the families, should be improved in terms of multicultural education. It is concluded that the most important factor in the communication problems arising in the multicultural education environment is not being able to assign a common language with the immigrant children. Keywords: Preschool education, Immigration, Multiculturalism, Multicultural education, Integration.