Comparative analysis of pre-school programs Turkey, Russia and Finland

The purpose of this research with pre-school education program implemented in Turkey, Russia and various sizes of pre-school education program in Finland (structure, general purposes, content, education levels, assessment and additional programs) are compared. In the research, screening model which is one of the qualitative research models, horizontal approach which is comparative education approach and document analysis method is used as data analysis method. The results obtained as a result of the comparison of the obtained data are as follows; The size structure of the program, a central program is implemented in Turkey, the state pre-school education Russian standards, the 60% portion of the application requirements, the country that it is necessary to create the education unions in general, while in Finland the framework of the determination of a pre-school education plans, but local It is seen that the administrations are obliged to prepare programs. The size of the aims of the program, Turkey, Russia and Finland support the holistic development of children, ensuring equal access to education primary school preparatory process and the country is seen as aimed at ensuring general. Program of the gain size, the achievements of Turkey in self-care skills, the provision is not exactly in Russia and Finland, the environment and nature studies of its gains in Finland is determined to be different than in other countries. Content dimension of the programs consists of concepts. Turkey, Russia and Finland in the program, in which time range determined to be transferred to the children of concepts, according to children's readiness levels, the choice is left to the teachers. In terms of the educational status of the programs, it is seen that countries prioritize game learning in preschool education. Programs in Turkey and the size of the assessment is carried out by observation of the child's teacher evaluation process in Finland, together with the observation of teachers in Russia are expressed can be done with standardized tests administered by specialists. Finland, Russia and differentiating from Turkey, the child in the preschool period were found to give importance to gain skills self-assessment.