Social media creating a feeling of freedom in getting news, providing rapid access to information, and transforming its users into content producers in line with its usage purposes is a source of inspiration for many individuals from many professional fields. After the pandemic pandemic, teachers are among the user profiles that actively use social media. The purpose of this study is to examine the views of preschool teachers on the use of social media for professional development. The research was designed with the qualitative research method and case study. The sample of this study consists of twenty-five early childhood education teachers. The data were analyzed by descriptive analysis technique. As a result of the data analysis, it was found that preschool preschool teachers used social media platforms for professional development and benefited from these platforms effectively. Teachers emphasize that social media has an important contribution to their professional development, but they also state that one should be careful against disinformation. It is recommended that teachers be provided with media literacy training and that teachers should be conscious about acting in accordance with children's rights and ethical principles when using social media for professional purposes.

This research was conducted to examine the views of preschool teachers about early literacy skills. Purposive sampling method was used to determine the study group. 20 preschool teachers working in official kindergartens in Bursa Province İnegöl district participated in the research. The research was designed with the basic interpretive design method, one of the qualitative research methods. The semi-structured interview form, which was created by the researchers and finalized by taking expert opinion, was used as a data collection tool. The data of the study were collected through one by one interviews with the teachers. The obtained data were analyzed using the content analysis method. According to the findings obtained from the research; the majority of the interviewed teachers did not know the concept of early literacy or they knew it incompletely and incorrectly and interpreted it as early learning of literacy, that phonological awareness and letter knowledge skills were known the most among the early literacy skills by the teachers; They introduce only vowels from letters. It was found that teachers mostly used ready-made worksheets and activity books are used intensively in the activities related to early literacy skills. It is seen that the book center is mostly used to support early literacy skills and environmental print in the classroom are mostly not included. It is one of the most important results of this research that qualified pre-service and in-service training should be given to pre-school teachers.

The aim of the study was to examine national studies of postgraduate theses using the concept of early literacy in the pre-school period. Over the past few years, the concept of early literacy has been widely used in the national literature. In the study conducted as the document review model, 19 graduate theses in which the concept of "early literacy" is used in the name of the thesis are examined from the database of the Council of Higher Education (YÖK), in terms of the descriptive characteristics (university, institute, department, year, language), research method, study group, data collection tool, data collection method, research subject. The research on the concept of early literacy in the thesis title of this study aims to find studies using the approach of early literacy in international literature. As the result of the study, it was found that the postgraduate theses in which the concept of early literacy increased in 2019, the majority of the sample group was 5-6 years old children, most of the studies were conducted at the educational sciences institutes of universities, and quantitative methods were mostly used. It is believed that the diversification of the theses to be undertaken in the field in terms of research method, analysis method, sample group and sample type will contribute to the increase of literature knowledge and comprehension of early literacy. Based on the results of the study, recommendations for prospective studies on the concept of early literacy were stated.

Cinsel eğitim, bireyin bütüncül gelişimini etkileyen ve olumlu değer yargıları geliştirmesini sağlayan bir eğitimdir. Ailelerin ve eğitimcilerin cinsel eğitim hakkında yeterli bilgilerinin olmaması çocukların cinsel eğitimden mahrum kalmasıyla sonuçlanmaktadır. Erken çocukluk döneminde başlaması gereken cinsel eğitim, ebeveynlerin ve öğretmenlerin sorumluluğundadır. Çocuklar doğal olarak vücutlarını merak ederler ve çocukların sorularını cevaplamak onların cinsel eğitim süreçlerinde önemli bir rol oynar. Resimli çocuk kitapları çocukların sorularını yanıtlamayı, onlarla açık ve dürüst bir iletişim kurmayı sağlayan önemli eğitim materyallerinden biridir. Hem aileler hem de öğretmenler, çocuklara cinsel eğitim unsurları içeren nitelikli resimli çocuk kitapları okuyarak cinsel eğitimi destekleyebilirler. Bu çalışmanın amacı, erken çocukluk dönemine yönelik olarak hazırlanmış resimli çocuk kitaplarının cinsel eğitim unsurları açısından incelenmesidir. Araştırma nitel yöntemlerinden durum çalışması ile desenlenmiş, veriler doküman incelemesi tekniği kullanılarak betimsel analiz ile çözümlenmiştir. Araştırmanın çalışma grubunu, amaçlı örnekleme yöntemiyle belirlenen 30 resimli çocuk kitabı oluşturmaktadır. Araştırmanın sonucunda, resimli çocuk kitaplarında cinsel eğitim unsurlarından en çok erkek-kadın vücutlarına, en az beden değerine yer verildiği görülmektedir. Araştırmadan elde edilen bulgulara göre resimli çocuk kitaplarında beden değerine daha çok yer verilmesi ve cinsel organların anatomik isimlerinin kullanılması önerilmektedir.

The development of the individual begins before birth and continues throughout life. Child development science includes all developmental periods between the ages of 0-18. Each developmental stage has its own characteristics and developmental challenges. It is crucial to detect these developmental difficulties in the early period and to intervene to ensure that the child does not experience problems in the future or to minimize the challenges to be experienced. When families think that their children have any developmental difficulties, they often apply to health institutions. Developmental evaluation, support, and follow-up studies in hospitals are carried out by child development specialists in child development units. In addition, counseling services are provided to families on issues such as behavioral problems, toilet training, eating and sleeping difficulties. In this review study, it was aimed to examine the most common reasons for referral to the child development units of hospitals. Using the studies conducted in child development units, the most common reasons for application were determined as language and speech disorders, developmental delay/development assessment, school readiness, eating problems, toilet training, sleep problems and the current literature on these reasons was reviewed and presented.