Okul Öncesi Eğitimin İki Dilli Çocukların Okula Hazır Bulunuşluklarına Etkisinin İncelenmesi

Abstract

Regardless of receiving early childhood education, being monolingual or bilingual and having disadvantages; all 66 month children begin primary school which is the first step of compulsory education. But is every child ready for school? This study is conducted to examine the school readiness of bilingual first grade primary school students both receiving and not receiving early childhood education. The study also investigates teachers’ opinions. This research is a mixed method study that uses both quantitative and qualitative methods.The study sample is gathered from public preschools in Şanlıurfa -Viranşehir with 300 children that of 150 not receiving early childhood education and of 150 taking early childhood education and 30 teachers working in the same district; 15 teachers from primary school first grade 15 teachers from preschool; in 2014-2015 academic period.