The opinions of the pre-school teachers about the works conducted for identification and assessment of children

The assessment has an important role on pre-school education. The process of assessment is an essential event for family and their children. The result of this process can change substantially the developmental course of child. Therefore, the accurate and appropriate interventions must be implemented. The information which was obtained by assessment of the children may remarkably contribute to provide the appropriate learning environment and the preparation of education plans. Hence, the children assessment should form an integral part of education programs. This study aims to obtain the views of pre-education teacher about the works conducted for identification and assessment of children. Pre-education teachers in study work at official nursery school and nursery class within primary school of Ministry of National Education in Eskişehir city center. The study was conducted by using qualitative survey method. Sample of study was composed of volunteer pre-school teachers to join this research at official nursery school and nursery class within primary school of Ministry of National Education in Eskişehir. They were selected considering some criteria. Working at official nursery school and nursery class within primary school of Ministry of National Education is the main criterion for the selection of teachers. Further, to obtain the maximum heterogeneity, the criteria include some conditions like being permanent teacher, having undergraduate degree, volunteers and not probationary employee. The study was conducted totally with 34 teachers in eight nursery school with 21 pre-school teachers and in 12 primary school with 13 pre-school teachers. The data were collected by semi-structured interviews which are a qualitative data collection technique. In order to improve the interview form, the questions about the purpose of research formed the main headings and the form was finalized after the validity and reliability studies. The questions prepared during the research were asked the participants and responses were taken as audio recording. Descriptive analysis technique was used to analyze the data and results were presented as quantitative. The responses were compiled and interview coding key was design. Later, the interviews were coded by two masters to interview coding key independently of one another. Coding was compared and the necessary arrangements were made. Thus, the reliability of the coding was ensured. The results of the study were explained based on the research questions. According to the findings of the research, pre-school education teachers consider recognition and assessment of children necessary and they apply mostly the observation and interview techniques while they apply rarely the other techniques. Children recognition and evaluation of the data gained from the process of teachers in writing progress reports, information for parents to use when planning interventions and activities which have also been observed but never use a portion. The greater number of children in most classes of teachers take the time to recognize it was observed that the evaluation process and difficulty in collaborating with families. Most of the teachers pointed out that arranging recognition and assessment forms in terms of the shape, number and usage may provide benefits. Consequently, the renovated changes in Preschool Education Program of the Ministry of Education in 2013 during this research satisfy the expectations of teachers. Some of the children recognize and assessment forms were removed from the Preschool Education Program. When the expectations of teachers regarding the application of children recognition and assessment techniques were examined, the teachers need to more publications and seminars about children recognition and assessment techniques. Also, it was seen that they want less students and organized forms while they want more guidance services in schools. Key Words: Children's Identification and Assessment, Teachers' Perceptions, Preschool Educa