摘要：Purpose of this research is to answer the question whether preschool children’s primary school perception differs in relation to their print awareness. The research is a mixed method study, namely explanatory sequential mixed design is applied. Firstly, quantitative data were collected and analyzed, then qualitative data were collected and deeply analyzed in accompany with quantitative data. 60-66 months-old 102 children attending to a public independent preschool were recruited for the study. Children’s print awareness was assessed quantitatively via Early Literacy Skills Assessment Tool (Karaman & Güngör Aytar, 2016). Children whose print awareness score is one standard deviation higher and lower than school’s mean score were listed and from each group 10 children were randomly selected. They were interviewed and asked to make a drawing about primary school. Children’s overall views and expectations, except for views on primary school teacher, are found to differ with respect to print awareness.
其他摘要：Bu araştırma okul öncesi dönemdeki çocukların yazı farkındalıkları ile ilkokul algılarının incelenmesi amacıyla yapılmıştır. Çocukların yazı farkındalıklarına göre ilkokul algılarının değişiklik gösterip göstermediği sorusuna yanıt aranmıştır. Araştırma,
关键词：Print awareness;primary school perception;preschool period;mixed method
其他关键词：Yazı farkındalığı;ilkokul algısı;okul öncesi dönem;karma yöntem
