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In this study, it is aimed to examine the mathematical conceptual skills of 48-72-month-old children attending pre-school education institutions providing a Montessori Approach and Ministry of Education Pre-school Program (MoE PSP). The study group consisted of 20 children, who were trained by the Montessori Approach, and 20 children, who continued to attend pre-school education institutions applying the MoE PSP. The research was carried out in accordance with the state study design of the qualitative research methods, and the data of the study was collected by the structured observation method at the free play/individual work time in the learning centers of the children constituting the study group. A structured observation form was used as the data gathering tool, and mathematical concept skills such as counting, matching, grouping, comparison, positioning, measurement, pattern, part-whole, transactions and creating a graphic were included. Research data were analyzed with descriptive analysis method, and the frequency and percentage values of the obtained data were calculated. As a result of the study, it was observed that the students trained with the Montessori Approach and MoE PSP could not create graphics in both groups while the rhythmic counting and patterning skills were the most frequently observed skills in children. It has been determined that children are trained with the Montessori Approach complete more studies, especially on matching, grouping, comparison/ranking, and partwhole skills, compared to the children trained with MoE PSP. In the light of the results obtained in this research, it is suggested that the play materials that had to be in classes where MoE PSP was applied should be standardized, and children should be able to get through these materials; also mathematics center should be established in the class level.
It is the first step of being a qualified teacher when it comes to gender-perception in teaching professions, and it is especially important for women such as preschool teachers to be trained in a field that is more suitable for women. This research has been conducted to examine the opinions of teacher candidates on preschool teaching profession according to gender perceptions. The research was done by the case study pattern, one of the qualitative research methods. The study group consisted of 105 teacher candidates studying at PreSchool Education Department in Nevsehir Hacı Bektas Veli University. The data of the study was collected by semi-structured interview from developed by the researcher, and the obtained data were analyzed by content analysis method. As a result, it was determined that preschool teacher candidates have some gendered stereotypes about the preschool teaching profession; however, they generally have a positive approach related to this profession. In light of the results obtained in the study, it is suggested that the necessary studies should be carried out to enable the preschool teachers to create a positive gender perception.
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