Tutoring and private tutoring schools are an education sector which is commonly used in most countries, especially in the countries of the Far East like South Korea, Hong Kong, Japan and Taiwan and which is called "shadow education system". Private tutoring schools are active in countries where acceptance to universities are realized by central entrance exams. The purpose of this research is to analyze the experiences of South Korea , which is successful at PISA and other exams, and of Japan, which presents a similar profile about private tutoring, on private tutoring schools. That South Korea has a widespread private tutoring system does not mean students' or system's failure, which is different from the situation in Turkey. Studies shows that South Korea's success on international exams depend on well-funded and high-quality public schools and tutoring and private tutoring schools whose most income are allocated by parents. Japan education system has largely experienced innovation after World War II. Japan allocates 12,7% of the total budget to education. Primary Education Act adopted in 1947 reveals more details on equality of opportunity in education for everyone in accordance with the essence of the constitution. Ministry of Education subsidizes for many fields such as educational improvement, science and technology, sports and culture and educational facilities, staff expenses and foundation schools and scholarship programmes. Although universities have capacity for the entire of all applicants, 10 million students attend the private tutoring schools called "Juku". While the rate of tutoring in primary school level in that country is 16,5% in 1985, this rate increased 25,9% in 2007; in secondary school level, this rate increased from 44,5% to 53,5%. Demand for higher education has always been at upper level in our country as schooling rate at secondary education level has increased year by year and as higher education is perceived indispensable for a future with high life standards and prosperity. That current higher education institutions cannot meet the demand for higher education raise an educational phenomenon based on a heavy competitive conditions in secondary education. Thus, the demand for quality secondary education schools accepting students by examination has increased more, which has brought the competitive phenomenon seen in the transition to higher education into the primary education level. According to the results of the research, positive and negative sides of private tutoring schools are seen in all countries. It is thought that these characteristics reflect the cultural differences among different countries as well as common points. It can be suggested that studies on this issue in our country should be increased, the effect of private tutoring schools on international exams should be searched and more cross-cultural studies should be made.

ÖZ. Bu araştırmada; okul öncesi eğitim programında akıl yürütme becerilerine ait yere ve okul öncesi eğitim programının okul öncesi eğitim kurumlarındaki örtük programlar üzerine etkisine dair alan uzmanlarının görüşlerine başvurulmuştur. Alan uzmanları okul öncesi eğitim programında direkt olarak akıl yürütme becerilerine ait kazanım, gösterge ve kavramlar bulunmadığını ancak akıl yürütmenin temelini oluşturacak kazanım, gösterge ve kavramların programda yer aldığını belirtmişlerdir. Bunun yanı sıra alan uzmanları okul öncesi eğitim programının okul öncesi eğitim kurumlarında ve sınıflarında oluşan örtük program üzerinde etkili olduğunu belirtmekte, örtük program hakkında okul öncesi öğretmeni adaylarının bilinçlendirilmelerini gerekli görmekte ve konuyla ilgili farkındalık sağlanarak uygulamalara ağırlık verilmesi gerektiğini düşünmektedirler. Anahtar Kelimeler. Okul Öncesi Eğitim, Örtük Program, Akıl Yürütme ABSTRACT. In this research, field experts have been asked of their opinions in relation to the effect of the program over the hidden curriculum in the preschool education institutions rather than reasoning in the Preschool Education Program. Field experts stated that there is no acquisition and indications as to reasoning skills directly in the preschool education program and there are acquisition and indications that establish the foundation of reasoning. They specified that preschool education program is effective over the hidden curriculum formed in schools and classes and they found it necessary to raise awareness of the prospective teacher about the hidden curriculum, thought to focus on the applications by raising awareness. Keywords. Preschool Education, Hidden Curriculum, Reasoning SUMMARY Purpose and Significance: Blair (2008) states that sections of the brain have been developed with complicated reasoning, emotional arousal, emotional regulation and motivation in the pre-school and early childhood terms within interactions in a rapid fashion and children are affected by the experiences of their social and learning environments. Dreeben (1968) states that literature concerning the learning is mostly interested in official curriculum but the nature of the school, teacher and relationship between the students have effect on the learning process and information acquired as a result of the learning experience (as cited in Yordi, 1980). The underlying idea of the hidden curriculum that involves these situations is that children learn what is not in the official curriculum indeed. Therefore, we can say that the concept of hidden curriculum indicates the situations that are organized consciously or not about the learning process (Mariani, 1999; as cited in Sarı, 2007). In the light of this information, it is thought that examination of the situations that may develop in the framework of the hidden curriculum in the pre-school education institutions beside the pre-school education program in terms of supporting the reasoning abilities may yield valuable information.

Çalışmada okulöncesi eğitimi, psikolojik danışmanlık ve rehberlik, resim-iş eğitimi anabilim dallarında öğrenim gören öğretmen adaylarının üstbilişsel öğrenme stratejilerinin kontrol odağı, okuma motivasyonu ve sınav kaygı düzeyleri ile ilişkisinin çeşitli değişkenler açısından incelenmesi ve üstbilişsel öğrenme stratejilerini yordayan değişkenlerin belirlenmesi amaçlanmıştır. Sonuç olarak üstbilişsel öğrenme stratejilerinin sınıf, okunan bölüm, yaş, mezuniyet notu, üniversite giriş puanı, mezun olunan lise türü, anne/baba eğitim düzeyi ve sınav kaygısı ile arasında anlamlı bir ilişki bulunmadığı, farklı alanlarda bilgi sahibi olmak için okuma yapma ile içsel kontrol odağına sahip olmanın ise bu stratejilerin yordayıcısı olduğu görülmüştür.