Ankara il merkezindeki anasınıfları ile uygulama anaokullarının fiziki özellikler açısından kıyaslanarak değerlendirilmesi

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Thesis Type: Postgraduate

Institution Of The Thesis: Gazi University, Sosyal Bilimler Enstitüsü, ÇOCUK GELİŞİMİ VE EV EKONOMİSİ ANABİLİM DALI, Turkey

Approval Date: 1994

Thesis Language: Turkish

Student: MÜNEVVER BİÇER

Supervisor: ESRA ÖMEROĞLU

Abstract:

in realizing the aims of preschool education institutions, they should have physical requirements of the children of that age. This study was conducted in order to evaluate physical conditions of kindergartens and pre¬ school classes in Ankara and to find out the effects of school principals and teachers to the physical conditions of pre-school institutions. A questionnaire was applied to 187 principals and 224 teachers in 224 pre-school classes in 173 primary school and 28 kindergartens attached to 14 Giriş' Vocational High Schools in the Provirtce of Ankara, in addition, data, related to physical conditions of said institutions, was collected by the researcher using an observation form. in analyzing data, frequency distribution, percentages, and chi square tests were used. The findings may be listed as follows: -Pre-school classes and kindergartens had been in effect in the last 5 years and 16 years and more respectively. -Pre-school classes were serving part-time while kindergartens were serving full-time. -Majority of. -Principals of primary school where pre-school classes attached were men and ali principals of Giriş' Vocational High Schools were women. -School principals dealing with pre-school classes did not have any education related to pre-school education in both pre-service and in-service training, Most of the school principals dealing with kindergartens did not parnapate in service training in pre-school education.-Teachers serving in pre-school classes were mosüy post-secondary complementarius. Most of the teachers both in pre-school classes and kindergartens did not participate in service training. -Ih pre-school classes, there were more than 20 children and a teacher in a room. On the other hand, in kindergartens the number of children in a room was less than 20. There was a significant dif f erence between pre-school classes and kindergartens in terms of present entrance, kitchen, principal and teacher rooms, and first-aid box in the buildings (p<0.05). -There vas no observation room and hearing equipment in both institutions. -There was no enough health and saf ety measures taken in term of -The area left for each child and the hight if shelves, both institutions were found insufficient. -in pre-school classes, the playgrounds were concrete and used with the school. -Block Corners in pre-school classes and science and nature corners in kindergartens were found insufficient in terms of quality and quantity, in the institutions where the teachers with a post secondary education ör complementary education in pre-school education were serving. The physical conditions of pre-school classes and kindergartens should be appropriate to pre-school children. The principals and teachers should be trained in the field of pre-school education. This is important to increase the quality of pre-school education and for a berter future for our children.