Examination of teachers' opinions on the effects of daily educational practices supporting social competence skills on pre-school childrenname of the thesis

The aim of this study is to examine the impact of daily educational practices on the development of preschool children's social competence skills according to the perspectives of preschool teachers. The study group consists of 17 volunteer preschool teachers working in three kindergartens located in Istanbul Ataşehir. Within the scope of the research, the views of the participant teachers were investigated regarding the concept of social competence, words that come to mind related to this concept, activities that support children's social competence skills, defining socially competent children, the effects of activities on children, the restrictive aspects of activities, the supportive aspects of activities, the extent of participation in the implementation process of activities, and the effective aspects within the activities. In this study, the qualitative research method of case study was used. As data collection instruments in the research, an interview form and an observation form were used. Content analysis was used in the analysis of the data obtained. Themes were determined based on relevant literature, codes were extracted, and a content analysis suitable for qualitative research was conducted, and the findings were presented. The data obtained were analyzed by identifying themes and sub-themes in line with the objectives of the study. In this study, the data obtained were presented to two experts to ensure the reliability of the research. As a result of the research, it was concluded that daily educational practices play an important role in the development of preschool children's social competence skills.