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The aim of this study is to determine whether there is a difference between Gaziantep and Ankara provinces in terms of some variables in the implementation of Ministry of National Education 2013 Preschool Education Program. In the research, the screening model has been used because it aims to describe the past or present situation as it is. The study group consisted of 262 pre-school teachers working in kindergartens and primary / secondary preschools in Ankara (Çankaya, Mamak, Yenimahalle Districts) and in Gaziantep (Şahinbey, Şehitkamil Districts). After the literature review, After the literature review, data has been collected using the Form of Teacher Views on the Implementation of MoNE 2013 Program developed by the researcher to collect data. The data obtained as a result of the research has been analyzed in SPSS For Windows Version 24.0 package program. Chi-square test has been used to determine the relationships between categorical variables. After obtaining the necessary permissions to implement the form, the Form for Teacher Views on the Implementation of the MoNE 2013 Program has been replicated on the dates determined in the fall semester of the 2018-2019 academic year, and given to pre-school teachers working at public schools through school administrations in Ankara and Gaziantep. In both provinces, more than half of the teachers who participated in the research have not received in-service training related to the MoNE 2013 Preschool Education Program. It is concluded that the number of students who have language and communication problems in Gaziantep is more than Ankara. As a result of the research, it is found significant to evaluate the teachers' monthly training plan at the end of each month and to evaluate the daily training flow at the end of the day; It is also concluded that the majority of the participants who have found it reasonable to make an evaluation with children at the end of the activity and to make time to evaluate the day with the children at the end of the day that these evaluations have been logical and significant in order to have information about the level of achievements. It is found that the ratio of teachers creating portfolio for each child in Gaziantep is higher than that of Ankara. It is also concluded that the majority of teachers in both provinces fulfill status table to include concepts in monthly training plan and status table to include learning outcomes and indicators in monthly training plan regularly. It is seen that the teachers in both provinces have agreed to reduce the paperwork load of preschool education. Classroom sizes can be arranged in such a way that educators and children benefit most from preschool education. When creating and updating programs, teachers who are the implementer of the program can be involved in further program development studies.


Preschool Education Program, Preschool Teacher, Preschool Education


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