Preschool teachers' opinions on the implementation of the Turkish Century Education Model preschool curriculum (Bitlis province sample)

Preschool education plays a critical role in the social and emotional development of individuals in early childhood. The educational program adopted during this period is crucial for enriching children's learning experiences, equipping them with the desired skills, and preparing them for primary school. This study aims to evaluate the innovations and implementation processes introduced by the Turkey Century Maarif Model Preschool Education Program in the context of teachers' opinions. For this purpose, the research was conducted using a case study model, a qualitative research approach. The research was conducted with 41 preschool teachers working in independent kindergartens, primary schools, and secondary schools affiliated with the Ministry of National Education in Bitlis province during the 2024-2025 academic year. In this study, criterion sampling, a purposive sampling method, was used to select the most suitable participants for the study's purpose. Therefore, teachers who implement the Turkey Century Maarif Model Preschool Education Program, who work in Bitlis province, and who have at least two years of professional experience were included in the sample. Furthermore, maximum variation sampling was also chosen as a supplementary method to reflect teachers' diverse experiences and perspectives. This aimed to obtain more comprehensive data on how the program was evaluated in different school types and districts. Data were collected using a semi-structured interview form developed by the researcher and analyzed using content analysis. The findings indicate that teachers generally evaluated the new program positively. Participants expressed particular importance to aspects such as values education, a skills-based approach, and sensitivity to individual differences. However, some teachers noted difficulties with material shortages and parental cooperation during the implementation process. Consequently, it was observed that teachers believe the program reflects a contemporary educational approach and contributes to improving the quality of preschool education. Therefore, for the program to be implemented effectively, it is recommended that in-service training for teachers be increased, implementation conditions be improved, and parental participation be supported.