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ÖZ: Bu araştırmanın amacı, okul öncesi öğretmenlerinin okul öncesi eğitimi şekillendiren düşünürler ve onların temsil ettiği yaklaşımlar hakkındaki görüşlerinin ortaya çıkarılmasıdır. Araştırmada nitel araştırma yöntemlerinden olgu bilim çalışması kullanılmıştır. Araştırmada okul öncesi öğretmenlerinin görüşlerini yansıtmak amacıyla bilişsel harita yöntemi kullanılmıştır. Araştırmaya Edirne il merkezinde bulunan Millî Eğitim Bakanlığına bağlı anaokullarında görev yapmakta olan gönüllü 20 okul öncesi öğretmeni katılmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilmiş yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formundan elde edilen veriler katılımcıların bilişsel haritalarını oluşturmak üzere analiz edilmiştir. Araştırma sonuçlarına göre okul öncesi öğretmenlerinin okul öncesi eğitimi şekillendiren düşünürler hakkında en çok Froebel ve Montessori hakkında bilgi sahibi oldukları, okul öncesi öğretmenlerinin en çok Montessori Yaklaşımı hakkında bilgi sahibi oldukları ve sınıf içi etkinliklerinde daha çok Montessori, Reggio Emillia ve High Scope Yaklaşımları'ndan yararlandıkları tespit edilmiştir.Anahtar Kelimeler: Okul öncesi eğitimde farklı yaklaşımlar, Okul öncesi öğretmenleri, Bilişsel harita ABSTRACT: The purpose of the study is to reveal the opinions of preschool teachers about the thinkers who shape preschool education and the approaches they represent. A phenomenologic method of qualitative research is used in this study. Cognitive maps have been used to better reflect preschool teachers' opinions. Form was analyzed to generate cognitive maps of participants' pre-school education approaches applied around the world. According to the results of the research, it was found out that pre-school teachers know Froebel and Montessori as thinkers who shaped preschool education and the Montessori approach better. Thus the study reveals that teachers use Montessori, Reggio Emillia and High Scope Approaches more in class activities.

In this study, it was aimed to identify the difficulties experienced by early childhood education teachers in planning, implementation and evaluation processes of in-class and out-ofclass mathematics activities and parent involvement in such activities. The answers of the teachers to the questions on the interview form were recorded via a voice recorder and transcribed into written form by the researcher. In the direction of the findings, those who think that they have some difficulty in planning the in-class mathematics activities showed the causes as the idea of difficulty of mathematics, the lack of professional experience, failure to know the child well, the difficulties in adaptation, the lack of budget and resources. The difficulties in implementing inclass math activities were indicated as children's mobility, distraction, having different levels of readiness and learning at different speed, having a multitude of children with special needs in the class and the lack of assistant staff. The reasons like children's inability to write numbers, difficulties in counting on fingers, identifying numbers, subtracting, etc. were also reported as difficulties. Teachers mentioned the difficulties in planning out-of-class math activities, such as quick distraction of children's attention, transportation problems, noisy places, physical conditions, the absence of independent garden. The difficulties experienced in the implication process of outof-class math activities were distraction, safety of children, absence of auxiliary personnel, and inadequacies in physical conditions.

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The purpose of this study is to investigate the effects of drama activities on the life skills of five-year-old children. Experimental design with pretest posttest control group was used in the study. The sample group of the study consisted of 32 children aged five years who were educated in a kindergarten in Istanbul province in the academic year of 2017-2018. In the study, "General Information Form" and "Preschool Life Skills Scale" were used as data collection tools. A total of 24 drama activities have been applied to the children in the experimental group for three times a week for eight weeks. After drama activities were completed, the same scale was applied as a post-test for the experimental and control group and four weeks later as a permanence test for the experimental group. As a result, drama activities have been found to be effective in supporting life skills.