@article{article_557152, title={Determination of Classroom Teachers’ and Preschool Education Teachers’ Views on School Maturity}, journal={Journal of Theoretical Educational Sciences}, volume={13}, pages={170–190}, year={2020}, DOI={10.30831/akukeg.557152}, author={Koçak, Duygu and İncekara, Sema}, keywords={okul olgunluğu,okula başlama yaşı,okul hazırbulunuşluğu,sınıf eğitimi}, abstract={<span lang="en-us" style="font-size:9pt;font-family:’Times New Roman’, serif;" xml:lang="en-us">In this study, it is aimed to determine the
opinions of pre-school teachers and classroom teachers about school maturity.
As in the current situation, since this research is aimed to be a qualitative
approach, the research is a case study of qualitative research type. In the
study, interviews were conducted with a total of 25 teachers including 15
teachers and 10 pre-school teachers and the interviews were conducted through
an interview form. Content analysis was performed on the data obtained from the
interviews. As a result of the research, it was seen that the class teachers’
definitions and expectations about school maturity were higher than the
pre-school teachers. According to this, both groups stated that
social-emotional development, motor development, cognitive development and
self-care skills were important for starting school. Preschool education
teachers have made less definitions for these themes. It is observed that class
teachers’ expectations in terms of cognitive development and maturity are
higher than preschool education teachers’. They stated that children who do not
complete their 72 months experience problems such as peer communication, lack
of self-confidence, inability to perform self-care skills. In this respect, it
is stated that children will have negative experiences in education as they
cannot reach school maturity yet </span> <span lang="en-us" style="font-size:9pt;font-family:’Times New Roman’, serif;" xml:lang="en-us">. </span>}, number={1}, publisher={Afyon Kocatepe Üniversitesi}