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Data collect 700 proposals from 140 prospective teachers, provided as five proposals per participant. Analysis identifies the most important five solutions among 40 specified options, including arranging preschool buildings and classrooms by children’s development, reducing class size, strengthening parent communication, enlarging classroom space, and mainstreaming inclusive education. The least important five proposals are also listed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/solution-proposals-of-prospective-teachers-on-the-problems-of-pre-school-education/602561/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/solution-proposals-of-prospective-teachers-on-the-problems-of-pre-school-education/602561.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many prospective teachers and solution proposals are included in the study?","Question",{"text":112,"@type":113},"The study gathers 700 solution proposals from 140 prospective teachers, with 5 proposals contributed by each participant.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What solution themes are considered most important by the prospective teachers?",{"text":117,"@type":113},"The most important themes include arranging preschool building/classroom conditions according to children’s development, reducing classroom size, improving parent cooperation and communication, enlarging classroom space, and mainstreaming inclusive education.",{"name":119,"@type":110,"acceptedAnswer":120},"Which proposals are rated as the least important?",{"text":121,"@type":113},"The least important proposals include selecting pre-school prospective teachers by interview, employing doctors and nurses in institutions, emphasizing arts-related skills such as music and painting, providing experiential/informational support by retired teachers, and shortening lesson hours.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602561,1792188829,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Solution Proposals of Prospective Teachers on the Problems of Pre-School Education  \nMehmet Kaan Demiri  \nÇanakkale Onsekiz Mart Üniversity, Çanakkale  \nSerdar Arcagökii  \nÇanakkale Onsekiz Mart University, Çanakkale  \nÇavuş Şahiniii  \nÇanakkale Onsekiz Mart University, Çanakkale  \nHaydar Durukaniv  \nÇanakkale Onsekiz Mart University, Çanakkale  \nAbstract  \nIn this research, the proposals of prospective teachers in pre-school training about the problems of pre-school education which are defined by the literature analysis have been put forward. 700 solution proposals are gathered from 140 prospective teachers who are included in the research by providing 5 solution proposals each. When analyzing the gathered proposals, 140 prospective teachers concluded on highly important 5 solution proposals out of 40 solution proposals which they have already specified. These are in order‘arranging the pre-school buildings and classrooms conditions according to the characteristics of childrens’development’, ‘reducing the classroom size’, ‘explaining the importance of pre-school education to the parents and improving the cooperation and communication with them’, ‘enlarging the classroom space’,‘mainstreaming inclusive education’. These prospective teachers concluded on the least important 5 solution proposals as follow: ‘electing the pre-school prospective teachers by an interview’, ‘employement of doctors and nurses in the pre-school education institutions’, ‘emphasis more on skills like music and painting in the pre-school education process of prospective teachers’, ‘provision of experiential and informational support by the retired pre-school teachers ’, ‘shortening the pre-school lesson hours’.  \nKeywords: Pre-school Education, Compulsory Basic Education, problem, prospective teacher, solution proposal  \ni Mehmet Kaan Demir is a faculty member at Çanakkale Onsekiz Mart University, Primary School Education Department, Turkey.  \nii Çavuş Şahin is a faculty member at Çanakkale Onsekiz Mart University, Primary School Education Department, Turkey.  \niii Serdar Arcagök is a faculty member at Çanakkale Onsekiz Mart University, Primary School Education Department, Turkey.  \nCorrespondance : [serdar_arcagok21@comu.edu.tr](serdar_arcagok21@comu.edu.tr)  \niiii Haydar Durukan is a faculty member at Çanakkale Onsekiz Mart University, Early Childhood Education Department, Turkey.  \nIntroduction  \nThe researches on the childhood history reveals that the initial information which indicates the difference of pre-school period in the process of child development disclosed in Ancient Greek. However, rediscovery of the childhood and focusing on it by the philosophers begins at around the 16th-17th centuries. Nowadays, the terms and concepts of ‘pre-school period, pre-school education, institutions and programs of pre-school education’ becoming more commonly used in educatinol references. The studies done about the child pschology in various countries supports the idea that the period between 0-6 ages in childhood has great influence on determining ones own future. The problems in these countries includes providing a better quality in pre-school education for the children more than urging them to get benefit from pre-school education (Oktay, 2002) .  \nHistorical background of pre-school education institutions goes back to the ages just before the period of II. Constitutional Monarchy in Ottoman Empire. In these years pre-school education institutions oppened in many different cities of the country. It is known that there opened some private nursery schools in some cities before the 28th July in 1908 (Decleration of 2nd Constitutional Monarchy) and after the date they opened these schools in İstanbul as well (Akyüz, 1996; Öztürk, 1998) . Famous pedagog Satı Bey opened a private nursery school in İstanbul, Beyazıt (Akyüz, 1996) . Within the period of Constitutional Monarchy, pedagog Kazım Nami Duru opened a private nursery in Thessaloniki after his trip to the ","cbCaiby5fL12tdvE","https://ap.wps.com/l/cbCaiby5fL12tdvE","pdf",223780,"English","# Abstract\n# Introduction\n## Historical background of pre-school education institutions\n## Development in the early Turkish Republic\n## Institutionalization and regulations","[{\"question\":\"How many prospective teachers and solution proposals are included in the study?\",\"answer\":\"The study gathers 700 solution proposals from 140 prospective teachers, with 5 proposals contributed by each participant.\"},{\"question\":\"What solution themes are considered most important by the prospective teachers?\",\"answer\":\"The most important themes include arranging preschool building/classroom conditions according to children’s development, reducing classroom size, improving parent cooperation and communication, enlarging classroom space, and mainstreaming inclusive education.\"},{\"question\":\"Which proposals are rated as the least important?\",\"answer\":\"The least important proposals include selecting pre-school prospective teachers by interview, employing doctors and nurses in institutions, emphasizing arts-related skills such as music and painting, providing experiential/informational support by retired teachers, and shortening lesson hours.\"}]","Solution Proposals of Prospective Teachers on the Problems of Pre-School Education | PDF",1792094883,48]