The Level of Including Zones of Social and Emotional Development in the Activity Plans of Pre-School Teachers

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The object of this study was to determine how often and which social and emotional skills are included in the plans prepared by preschool teachers in preschool education institutions. A case study among qualitative research designs was used in the direction to the purpose determined in this research. Data for this study was obtained through using the document analysis method regarding the activity plans prepared and applied by 38 pre-school teachers working in independent kindergartens in the central district of Ağrı Province. The data includes activity plans for the spring term of the 2014-2015 academic year. The data obtained was analyzed using content analysis and the results are given with frequencies in tables. As a result of this research, it was found that the pre-school teachers include achievements such as s/he expresses himself/herself with creative ways, s/he introduces his/her characteristics, s/he obeys the rules in different environments and s/he explains the emotions of others related to an event or situation the most for the children in the activity plans, and s/he realizes the value of artworks, s/he solves his/her problems with others, s/he introduces the characteristics of his/her family the least. It was found that preschool teachers include achievements such as s/he expresses his/her emotions, thoughts and dreams in unique ways, s/he can tell his/her name and/or surname related to social and emotional development the most; and s/he can tell his/her home address, s/he can tell his/her phone number, s/he becomes agreeable when necessary, s/he expresses his/her feelings related to artworks and s/he can tell what to do to defend the rights of others.

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Preschool , Social and Emotional Development , Activity Planning , Achievement

Mediterranean Journal Of Humanities

257

Mediterranean Journal Of Humanities