Insights into an Artistically Sensitive Mathematics Program for young learners: A qualitative study

The aim of this study is to evaluate the content structure and applicability of the Art-Sensitive Little Competent Mathematicians (SKY) Program for the preschool period based on teachers' views. The study was designed as a qualitative research grounded in John Goodlad's curriculum needs analysis model and conducted with 28 preschool teachers working in Ankara. Data were collected through two-stage semi-structured interviews and analysed using content analysis. In the first interview phase, teachers' views on the needs and deficiencies of the existing preschool mathematics curriculum were examined; in the second phase, the SKY program was evaluated in terms of context, input, process and product dimensions. Findings indicated that teachers consider mathematics to be a fundamental domain in early childhood; however, they find the current program to be predominantly abstract and limited in terms of classroom implementation. Teachers emphasized that art is an important tool for concretizing mathematical concepts, increasing motivation, and supporting multi-sensory learning. Overall, the SKY program was evaluated as "applicable, balanced and child-centred", while the need to strengthen material diversity, teacher training, time management and assessment components was underlined. Teachers also reported that the program has the potential to enhance children's problem solving, creativity and mathematical awareness The study suggests that a program integrating art and mathematics in the preschool period can provide significant pedagogical and developmental contributions. In line with the findings, the SKY program was found to have high applicability and is considered suitable to be integrated into early childhood education as a permanent model.