Pre-school and primary teachers' perceptions for realisation levels of acquisitions in 2013 pre-school curriculum

The main purpose of this study is to indicate the pre-school and classroom teachers' perceptions for realisation levels of acquisitions in pre-school curriculum tested and developed in 2012 academic year and put in practice in 2013 academic year by the Ministry of National Education. In this context, the views of 407 teachers, including 177 pre-school teachers and 230 primary-school teachers working for independent primary schools and other educational institutions in districts of Şırnak province and city centre affiliated to the Ministry of National Education, were interviewed. Mixed research method was used in the study. As mixed research method was used in the research, analyzes related to data collection tools of both quantitative and qualitative approaches were made separately. The data of survey, which were applied for the purpose of measuring the developmental areas of the pre-school education curriculum related to the quantitative dimension of the study, was processed into package program and analyzed with it. The data on the qualitative dimension of the study, after the quantitative data were analyzed, interview forms were prepared by taking the expert opinion by the researcher. The data obtained through the interview forms was coded by the researcher with the support of the expert (consultant) as sub-themes. Afterwards, some of the findings were obtained and interpreted. The findings were analyzed considering the percentage and frequency values. By quantitative method, it is aimed to determine the relations of the five developmental areas of the program in terms of some variables. Then, it was aimed to detail the results and quantitative method was applied in this direction. By analyzing the findings, some results were obtained. In general, when the results are examined; regarding quantitative data, it was seen that pre-school teachers reported positive opinions on the survey related to the applicability of the program to obtain achievements. Another result is that family involvement has not been achieved adequately. When the answers given by the primary school teachers to the survey were compared, the scores were lower than those of the preschool teachers. When the results for development areas were examined, a significant difference was found between the two groups. On the other hand, there was a significant difference between the responses given to the survey related to both groups and demographic information regarding some areas. When we look at the qualitative results related to the research; the themes were formed: it is adequate, must be developed, individual differences, regional differences, family participation. In this direction, it was seen that the teachers of the school and the class teachers reported parallel opinions to each other. While the views of the preschool teachers on the achievement of the program have not changed, the primary school teachers have noticed the inadequacies in some areas and reported positive opinions on the effectiveness of the program with its general reputation. It has been seen that the results obtained from the quantitative dimension of the study and the results obtained from the qualitative dimension support each other. Key words: Pre-School Education, Pre-school Education Curriculum, Developmental Areas, Acquisition.