The teaching of abstract concepts in early childhood education

This study aims to examine how abstract concepts are taught during early childhood; to identify the factors influencing this process, the pedagogical approaches employed, and the contributions of these approaches to children's conceptual development. Early childhood is a critical stage in terms of cognitive, linguistic, and social development. The concepts acquired during this period enable children to make sense of the world and lay the foundation for advanced learning. The research was conducted using a qualitative research method based on a phenomenological design. In this context, academic literature, theses, articles, and curriculum documents related to the subject were systematically reviewed; data were further enriched through interviews with field experts. The findings revealed that active participation, concrete experiences, and play-based practices stand out in the teaching of abstract concepts. It was also determined that material selection, teacher qualifications, and the developmental characteristics of the child directly influence the process. In this context, the study aims to provide an in-depth analysis of the process of teaching abstract concepts in early childhood and offers guiding data for practitioners through interviews conducted within the framework of a qualitative research design. Keywords: Concept Teaching, Abstract Concepts, Early Childhood, Pedagogical Approaches, İnstructional Strategies, Conceptual Development, Religious Education