EXAMINATION OF IN-CLASS PRATICES OF THE TEACHERS RELATED TO EARLY LITERACY

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This study was conducted with the aim of determining how and to what extent preschool teachers included activities intended to develop children’s early literacy skills in their teaching programmes. To determine preschool teachers’ demographic characteristics, a personal information form, and to determine their beliefs and in-class activities regarding early literacy, the “Preschool Literacy Survey” developed by Sandvik, Van Daal and Adèr (2014) were used through a validity and reliability study conducted by the researchers. Within the scope of the study, in-class activities regarding early literacy of 255 preschool teachers employed in private and public education institutions in Bursa province under the jurisdiction of the Ministry of National Education were examined with regard to different variables (type of school employed at, training received, level of competence felt and socio-economic environment of area where school was located). Research findings revealed that the type of school where the teachers were employed, their years of seniority, the amount of training they had received, how competent they considered themselves, and the socio-economic environment of the school where they worked had an effect on the in- class activities of the teachers related to early literacy.

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Early literacy skills , preschool teacher , early childhood education , in , class activities

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi