Preschool education program (2024) (OEP-2024): An analysis of preschool teachers’ perspectives on Turkish language skills

This study aims to examine preschool teachers' views on the teaching of Turkish language skills (listening-viewing, speaking, reading, and early literacy) within the scope of the 2024 Preschool Education Program (PEP-2024). In this qualitative case study conducted with 20 preschool teachers working in Erzincan, data were collected through semi-structured interviews and analyzed using content analysis. According to the findings, teachers most frequently use storybooks and cards as instructional materials, followed by technologies such as interactive whiteboards and projectors. Drama, role playing, and interactive storytelling stand out as the predominant instructional techniques. In the assessment and evaluation phase, process-oriented tools such as portfolios, anecdotal records, and observation forms are found to have replaced traditional methods. The main challenges encountered in the process were identified as children's short attention spans, individual developmental differences, and screen addiction. To overcome these obstacles, teachers recommend simplifying activities and incorporating family participation into the process. As a result, it was determined that teachers have adapted to the competency-based vision of PEP-2024; however, they need support particularly in terms of family education and the improvement of physical resources. Insufficient family involvement and overcrowded classrooms emerge as structural barriers to the development of Turkish language skills. In light of these findings, it is recommended that parents be made aware of interactive reading practices, class sizes be reduced, and professional development programs be organized for teachers. This study is considered to serve as a current reference for evaluating the practical reflections of PEP-2024 in the field of preschool Turkish language education.