Comparison of the primary literacy teaching programs in Turkey and Georgia

The purpose of this research; The aim is to compare the first literacy curricula in Turkey and Georgia in terms of purpose, achievement, alphabet type, learning-teaching process, tools, measurement and evaluation process dimensions, and to identify similarities and differences. In the study, descriptive survey study, one of the qualitative research methods, was used. The sources and materials of the research are the first literacy education programs in Turkey and Georgia. The data were obtained by document analysis method. In the analysis of the data, the descriptive analysis method, which is a qualitative research technique, was used. As a result, when the curricula discussed in the research were examined, it was determined that the sound-based sentence method was used for literacy teaching in Turkey, and the analysis-synthesis method was used in Georgia. It has been concluded that there are similarities between the steps of the first reading and writing teaching process in Turkey and Georgia. It has been determined that there are many common points between the achievements of the first literacy program in Turkey and Georgia. When the alphabet structure of the two countries is examined, important differences between them are revealed. It has also been determined that there are similarities in terms of tools and assessment and evaluation tools and methods in the first literacy teaching programs in Turkey and Georgia. Keywords: Primary reading and writing, reading, writing, comparing program