The effects of concept teaching programme on 6-year-old children's geometric shape and number concept development

This research has been done to determine effects of concept teaching programmeon 6-year-of childrens? in pre-school gaining the concepts of geometric shapes andnumbers. The sample of the study was 36 six year old children attending the preschoolparts of primary schools in Aydın. The study is experimental model using pre-test, post-test and control group. ?Piaget Number Conservation Test? is used to define thechildren's learning levels of number concepts and the ?Recognition Test of GeometricShapes? developed by Aktaş and Aslan (2004) is used to define the learning levels ofconcepts about geometric shapes. ?Piaget Number Conservation Test? is made of 8subtest which are used to recognize, distinguish, match and writing the symbolic modelsof the numbers. ?Recognition Test of Geometric Shapes? consists of 4 subtests whichare used to recognize the triangle, square, rectangle and circle diagrams. There are 12shapes in each test.T-test is used to determine whether pre-test means of ?Piaget NumberConservation Test? and ?Recognition Test of Geometric Shapes? of children differ onmeaningful level or not. Covariance analysis is used to determine whether post-testmeans differ on meaningful level or not.According to the data, it was seen that there is no meaningful difference inexperiment and control groups? ?Piaget Number Conservation Test? and in the?Recognition Test of Geometric Shapes? pretest averages. After the concept teachingprogramme on numbers and geometric shapes, when the pretest means of experimentand control groups children were in control, a meaningful difference was found infavour of the experiment group between adjusted post-test means of ?Piaget NumberConservation Test? and ?Recognition Test of Geometric Shapes?Key words: preschool, number concept, the concept of geometric shapes, conceptteaching.