Opinions of preschool and kindergarten teachers on the preparation of the curriculum they apply

This study aims to evaluate how early childhood education teachers interpret and understand the preschool education programs they prepare and implement. The research group was formed by employing purposeful sampling and snowballing techniques, thus reaching a total of 40 early childhood education teachers working in 20 private and 20 state schools across Turkey. The study deeply investigates how these programs are designed to support the holistic development of children. Focusing on the teachers' processes of preparing educational programs, both face-to-face and online interviews were conducted. The data obtained were analyzed using content analysis, revealing a detailed understanding of teachers' approaches to developing educational programs. Moreover, this study was conducted using qualitative research methods concerning the preparation of preschool education programs. Within this scope, the study centers on the teachers, delving into their field experiences in preparing preschool education programs, functional preschool education models from the teachers' perspectives, and outcomes that can guide the resolution of problems. According to the findings of this research, teachers' opinions, experiences, and feedback on preparing the education program are critically important for improving the content and implementation of the programs. Information provided by teachers on how education programs can better meet the individual needs of children, which areas need development, and which aspects of the program are most effective, contributes to the continuous improvement of the programs. The research is thought to provide a practical perspective to stakeholders and teachers in preschool education, contributing to a deeper understanding of practices and approaches in this field from the perspectives of researchers and participants.