Examining Turkish preschool teachers’ knowledge and beliefs in relation to early literacy

Abstract

This study aims to examine the knowledge and beliefs of preschool teachers working in Istanbul about early literacy in the 2022- 2023 academic year. In this study, correlational research method was used to determine preschool teachers' knowledge level and beliefs about early literacy. "Preschool Teachers' Beliefs on Early Literacy Scale" developed by Sandvik, Van Daal and Ade`r (2014) and adapted into Turkish by Sezgin, Ulus and Aksoy (2018) and "Early Literacy Knowledge Test" developed by Laçin (2022) were used to collect the data. 212 pre-school teachers working in public and private preschools and kindergartens affiliated to the Ministry of National Education (MEB) in Istanbul in the 2022-2023 academic year participated in this study. The results of the study indicate that there is a statistically significant difference between preschool teachers’ early literacy knowledge level based on education status, taking any early literacy course at university, institution of employment and taking phonological awareness training. Also, the results indicate that there is a statistically significant difference between preschool teachers’ early literacy beliefs based on institution of employment, working age group, feeling sufficient about early literacy, being satisfied as a preschool teacher and taking listening comprehension training. Finally, it is found that preschool teachers’ early literacy knowledge level predicts their early literacy beliefs in hierarchical multiple regression analysis. Based on the results of the study, recommendations for future research and practical implications were presented.