he role and practice of preschool teachers for the development of reading and writing skills in early childhood

In this research, it is aimed to examine the roles and practices of preschool teachers towards reading and writing skills. 234 preschool teachers who already working in the districts of Altındağ, Çankaya, Yenimahalle, Gölbaşı in Ankara are participated in this study. Descriptive survey model was used in the research. Pre-school language and literacy-based scale, observation form developed by the researcher and semi-structured interview form were used as data collection tool. According to the results of the research, pre-school teachers have more desk-based concept studies for literacy preparation studies. The preschool teachers who participated in the study stated that they generally give books and other printed materials to the children to study it, they read the poems, fairy tales, story and picture books loudly, they also give information about such as the back, front covers of the book, the beginning and the end of the reading material. While MEB preschool program expresses that intense reading and writing teaching is not used, teachers in various preschool institutions say that they can teach reading and writing. In addition, it has been observed that literacy teaching started in some institutions starting from 36 months of age. According to the answers, it has been noticed that preschool teachers use the topics of literacy, reading and writing instruction in their place, misunderstand their misconceptions and some pre-school teachers do not know about the MEB Preschool Program. In general, it was observed that teachers gave answers in the light of their activities plans and attitudes. Half of pre-school teachers stated that parents wanted to teach reading and writing, and half of them declared the opposite way of opinion.