Okul Öncesi Eğitim Programı Kapsamında Öğretmenlerin Çocuğu Tanıma ve Değerlendirme Amacıyla Gerçekleştirdikleri Uygulamaların İncelenmesi

The TRNC MEB Preschool Education Program, which was prepared in 2016 within the scope of the Basic Education Development Project (TEPGP), started to be implemented in the 2016-2017 academic year. A series of methods and techniques are proposed for child recognition and assessment practices, which is one of the basic elements of the pre-school education program that aims to support the holistic development of the child with a child-centered approach, and teachers are expected to realize them. The aim of this study is to examine the level of knowing and using the methods and techniques applied by a group of teachers working in pre-school classrooms of 42 public schools affiliated to the Ministry of National Education in Gazimağusa, Lefkoşa, Girne, Güzelyurt, Lefke and İskele districts of the TRNC; is to determine the situations of using the child recognition and assessment tools in the education program, according to what they decide on the practices, the difficulties they face, and their suggestions for the practices to be more effective. The study group of the research consists of 66 preschool teachers who work in the official preschool education institutions affiliated to the TRNC Ministry of National Education in Gazimağusa, Lefkoşa, Girne, Güzelyurt and Iskele in the 2020-2021 academic year and agree to participate in the study. The case study design was used in the qualitative study in collecting and analyzing the data of this research. Interviews with teachers were analyzed and grouped in basic categories and themes and are interpreted. As a result of the research, almost all of the teachers working in the official preschool education institutions in the TRNC found themselves competent in recognizing and evaluating the child. It was concluded that they knew and used majority of the forms within the scope of the program, that they mostly used the applications for the purpose of determining and reporting the development levels of the children, they experienced a series of difficulties in the planning and implementation process. A significant portion of the teachers stated that the 2016 Preschool Education Program made a positive differentiation in the child recognition and evaluation practices. Keywords: Recognition and Evaluation of the Child, Preschool Education, Preschool Education Program, Alternative Evaluation, Recognition and Evaluation Techniques