An analysis concerning the school maturity levels of pre-school students

This study was conducted to investigate the school maturity levels of pre-school students in terms of school period, gender, pre-school institution and month age variables and also to assess pre-school teachers' and elementary school teachers' opinions regarding the impact of pre-school education upon the school maturity concept. Explanatory sequential mixed design and mixed research methodwere used in the research. The population and sample group of the study consist of 221 pre-school students attending five schoolsattached to the Ministries of National Education ofSahinbey and Sehitkamil districts of Gaziantep province which were determined using stratified sampling and 5 elementary school and 5 pre-school teachers at these schools chosen using maximum variation sampling. "Metropolitan Maturity Test" and interview form were used as data collection tools in the research. Independent Samples T-Test and Anovawere used for the quantitative data and the descriptive analysis technique for the qualitative data. As a result, it has been observed that there is an increase in the school maturity mean scores as the school period and month age go up. Besides, it has been established that the mean scores of the students in the 'independent pre-schools" of the school type variables are higher than those of the students in the pre-schools within the body of an 'elementary school'. It has been also made firm that teachers expect from the students with school maturity to display the characteristics of 'Showing physical and mental abilities', 'Showing similar qualities to their peers', 'Having sense of responsibility', 'Understanding and practicing classroom and school rules' and 'Expressing themselves comfortably'