http://orcid.org/0000-0002-2104-0381
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ABSTRACT
With increasing numbers of women entering the workforce in Turkey, efforts have been made to provide services for children and their families. In 2016, 33.2% of 3- to 5-year olds in Turkey were attending preschool. This figure is lower than that of most OECD countries, but the important point is to increase the attendance rate by ensuring quality. Research indicates that only quality services can ensure good outcomes for children and their families. The Turkish educational system faces serious challenges in instituting consistent policies. These include multiple institution types that are accredited and regulated by different governmental entities. Providing consistent quality across ECEC services is extremely difficult due to the discrepancies in funding and regulation systems. This article maps out the current state of early childhood education in Turkey. Different types of ECEC services for young children are discussed and information related to measuring quality are provided.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Mine Gol-Guven is an assistant professor in the Department of Primary Education, the Program of Early Childhood Education at Bogazici University, Istanbul-Turkey. Her research interests include quality in early childhood education services, socio-emotional learning (SEL), and adults' influences on children's play.
ORCID
Mine Gol-Guven http://orcid.org/0000-0002-2104-0381
Notes
1. The term pre-primary education is used in the parts where international statistics are stated for the sake of consistency. Kindergartens are used to define schools enrolling children between the ages of 3 and 5. Pre-primary classes refer to classrooms enrolling 5 year olds. Crèches and day-care centres serve infants and toddlers (0–36 months). Preschool is used as a general term covering schooling for children of all ages prior to primary school.