Evaluation of the situation of children learning to read and write before starting primary school, according to the opinions of teachers, students and parents

The purpose of this thesis is to interview children who learned to read and write on their own before starting school, their families, and their teachers, and to share the results of these interviews. The study employed a qualitative research approach, the interview method. The study group consisted of first-grade teachers whose classes included children who had learned to read and write before starting primary school, children who had learned to read and write before starting school, and parents of children who had learned to read and write before starting school. The study aimed to collect data by interviewing first-grade teachers, students, and parents whose classes included students who had acquired reading and writing skills during the preschool period. Three different interview forms were prepared for the study. Content analysis was used to analyze the data. The data collected in the study was summarized and interpreted according to identified themes. The study concluded that the majority of teachers stated that children should learn to read and write in a school environment and that children who learn are generally more prepared and achieve higher levels of academic success. The majority of parents, however, stated that they did not encourage their children to learn reading and writing, but that the environment was suitable. The students, on the other hand, were driven by an inherent sense of curiosity and desire to learn to read and write.