Examination of pre-school teachers' opinions on the approach and application to out of school learning

Preschool period; It is one of the most intense periods of curiosity, desire to explore and learning. In recent years, meeting these components has led to the necessity of moving the teaching environments beyond the four walls. The aim of this research is to determine the current situation in terms of planning and implementation of out-of-school learning activities in preschool education and to reveal the factors affecting the attitudes, behaviors and opinions of preschool teachers towards out-of-school learning approach. For this purpose, a case study, which is a qualitative research method, was used. The study group of the research consists of 13 pre-school teachers working in the central districts of the mainland province. Participating teachers were determined by the maximum diversity sampling method, one of the purposive sampling types. The data obtained as a result of face-to-face interviews with a semi-structured interview form were analyzed using the content analysis method. As a result of the research, it was revealed that preschool teachers use out-of-school learning environments in relation to concepts and acquisitions for a specific purpose. While deciding on the out-of-school learning environment, the suitability of the environment for the child and its contribution to the teaching process were prioritized by the participants, and the weather conditions and the presence of a guide in the environment were also seen as determining factors. Difficulty in classroom dominance and security risks were seen as the most encountered difficulties in the environment of out-of-school learning. It has been determined that participatory teachers, who frequently use out-of-school learning in terms of developing various skills and values for development areas and their contribution to the teaching process, prefer historical and cultural areas the most. It has been concluded that transportation and entrance fees to out-of-school learning environments should be covered by budget items supported by appropriations or by local governments, child-friendly cities should be emphasized more, and teachers should be supported by school administrations in official transactions.