Evaluation of the reflection of material deficiency in preschool education on learning and teaching process in the context of teachers' opinions

Preschool education plays a critical role in children's social and emotional development, and the educational materials used during this period are of great importance to enrich children's learning experiences. The lack of materials can have negative effects on the examples of teaching methods and children's learning rates. Therefore, incomplete materials used in education can lead to incomplete learning in children. In this study, it is aimed to evaluate the reflection of the lack of materials in preschool education on the learning and teaching process in the context of teacher views. For this purpose, the research was conducted with the case study model, one of the qualitative research approaches. The research was conducted with 25 pre-school teachers working in kindergartens and independent kindergartens affiliated to the Ministry of National Education in Ağrı province center in the 2024-2025 academic year. The study group, which was determined on the basis of purposive sampling, was asked 9 questions in this context and the data obtained were interpreted by content analysis. The study provides important data on the ability of teachers, who are one of the components of preschool education, to cope with material deficiencies and how they can overcome these deficiencies. Based on the data obtained, it was seen that teachers developed various creative techniques to avoid disruptions in education and tried to complete the material deficiencies with alternative materials. Teachers' efforts to provide a quality education despite material deficiencies is an important step towards increasing efficiency in education. It is of great importance for preschool teachers to use functional and ergonomic materials in order to best support children's developmental processes. In this context, a series of suggestions for teachers and researchers are presented.