Purpose: Early childhood is of critical importance in terms of cognitive, affective and physical development.Undoubtedly, a substantially stimulating environment and opportunities offered to children, as well as appropriate educational materials, have an impact on their development. The object of this study is to investigate the mathematical content included in illustrated children's books prepared for pre-school children. Research Methods:The research was planned as a descriptive study, and

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From an early age, it is very important to encourage children to enjoy sports and to make sports. The awareness and habits gained in the early years of life affect life in the following years. Illustrated children's books are important for early childhood children to gain interest, curiosity and awareness towards an area. Sports and sports-specific elements are among the habits that should be given to children at a young age. The aim of this study is to determine the sport elements in the children's books. For this purpose, the research was designed with a case study pattern of qualitative research approaches. Criterion sampling technique was used in the study. Thirty books with 3-6 years old child development characteristics and the subject of which are direct sports are included in the study group. Document analysis technique was used in data analysis. In the research, it has been determined that books related to different sports branches, sports materials are depicted, sports-specific concepts are mentioned and technical and tactical information is presented. In the sections where sporting competitions take place, are depicted such as fairness / fair competition, fairness, benevolence and ability to tolerate winning-loss values. The processing of sports in illustrated children's books will be effective in the positive attitudes of children in this age of development towards sports.

The aim of this study was to determine the play perceptions of children in early childhood. The study group consisted of four children (two preschoolers and two first graders) aged between 72 and 86 months. The study, designed in line with qualitative research approach, employed the phenomenological design. The data in the study were collected by means of photographs, drawing writing technique and semi-structured interview technique. In the analysis of the data, thematic and content analysis technique was used. The participants’ perceptions of play are explained under three themes. In this regard, the perception of play has been examined under the themes of “Structural Features of Play” including concepts such as competition, happening in a certain time and place, existence of rules, existence of action, performing individually or in group, focus on fun rather than learning; “Affective Features of Play” including concepts such as its inducing happiness/excitement and “Play in terms of Ethical Features” referring to features of sportsmanship and obedience to authority. In the study, it was found that while the pre-school children stated that they should have a toy to play, the elementary school 1st grade students stated that they do not need a toy to play. While the pre-school children argued that it was possible to play both inside and outside the school, the first grade students emphasized that play is not possible inside the class.