Opinions of preschool teachers on the implementation of activities for empathic thinking skills

The purpose of this research is to examine the views of preschool teachers on activity practices based on emphatic thinking skills. For this purpose, the empathic skill scale was applied to sixty preschool teachers working in state schools and private schools in Tunceli center and its districts, the research group was formed by choosing nine teachers with different empathic skills by using the disproportionate stratification method among the scores of sixty teachers from the scale. All of the interviews conducted in line with the semi-structured interview form prepared by the researcher were recorded with the permission of the participants. The formula reached to the island was delivered after being analyzed. The results obtained in the study can be summarized as follows: All teachers think that empathic thinking skill is important for the child, program and the teacher. It has also been stated that the level of empathic thinking knowledge is an important criterion for a positive classroom climate and an efficient working process. Teachers included drama, Turkish, games, arts, science, preparation for reading and writing, mathematics, music, movement activities based on empathic thinking. Among these activities, they mostly used Turkish lesson and game activities after drama. It was stated that in these activities, empathic thinking increased the efficiency of the large group activity and the teachers planned the large group activity the most. It was stated that factors affecting the efficiency of the activity process; the efficiency of education, the age of the child, family participation, the materials used, the gender distribution, the motivation of the teacher and the child. It has been observed that feelings and behaviors such as helping each other, solidarity, love, cooperation, understanding oneself and the other person contribute greatly to all development areas of children, especially to their social emotional development and education process. According to the empath skill levels of teachers, their mastery of the program, the types of activities they used and the method techniques varied. It was found that teachers with low empathic skill levels use less activity types, do not have a command of the program, and follow a spontaneous process.