A STUDY ON EXPLORING PRESCHOOL TEACHER PRACTICES AND PREFERENCES IN USING EARLY LITERACY ACTIVITIES

Abstract

This study aimed to review the roles and practices of preschool teachers regarding reading and writing skills in preschool education. A sample of 234 preschool teachers working in Ankara participated to this study. Through employing complementary mixed method design, both qualitative and quantitative data were collected by using a descriptive data collection instrument, semi-structured interviews and observation form. Research findings indicate that preschool teachers mostly conduct teacher centered activities focused on concept learning for literacy development at desk activities. The preschool teachers stated that they usually distribute books and other printed materials to children; to read poems, fairy tales, stories and picture books aloud, and to examine those to give information about their features such as the back and front covers, the beginning and the end of the book. Although misconceptions and different activities were observed, it was found that teacher preferences were generally made in the light of the materials and attitudes of the institutions they worked in.