The place of instituonal education in Turkish education system and pre-school education

Firstly ,the feedback received from researches and investigations and practices made in pre-school education in the European Union Countries have been observed to be compatible with the EU norms. Secondly, the program of crucial importance for pre-school education to be qualified and the characteristics of an efficient school accompanied by those to be qualified as a pre-school teacher have been handled.The vitality of pre-school education and its impact on a child's life has been shown by scientific data.According to this,pre-school education has been seen as the greatest factor in the formation of a child's character and in the determination of hislher identity at an early age.lt has been seen that the percentage of pre-school education is approximately estimated as %99 and that there has been a rightful link between development of comtries and pre-school education.What's more, the pre-school institutions which aim to make children acqwire good,health, talent and preferable habits, prepare them to primary education,bring up children from inappropriate environment]et them use Turkish accurately and fluently,and learn Turkish culture earlier,have set awareness of their interest,ability and skills and development of thosequalities as a goal.Anothermore,practices of pre-shool education have been observed in different countries.Finally, approaches to programs and modals of various countries have been watched and data received has been attempted to integrate into the characteristics of our children, the structure of our own society and our own cultural values combined by the characteristics of individuals of a future generation ,Key words:An effective and healthy individual,formation of one's own personality, developed society and pre-school education, and to learn how to learn at an early age.