Perceptions of Pre-School Administrators and Teachers on Thinking Skills Instruction: A Case Study

Pre-school years are the most critical period of development in an individual's life. The current study has aimed to seek an answer to the question of "what are pre-school teachers' and administrators' perceptions towards thinking skills instruction?". The study was planned and carried out as a qualitative case study. Seven preschool teachers and three administrators working in Yozgat city center were selected as the case. The study group was determined by maximum diversity sampling, a purposive sampling technique. Collected data was analyzed using content analysis. According to the findings, though participants think that thinking skills instruction can be given during pre-school years, a systematic thinking skills instruction has not been administered in these institutions. Participants are likely to perceive the term thinking skills instruction as teaching problem solving and creative thinking. They stress the importance of parents and child's environment on such an education. Participants also think that thinking skills instruction in pre-school ages should contain various instructional methods and be flexible. Participant teachers emphasize the importance of self-development and do not perceive themselves as adequate professionals in carrying out such an instruction. They expect more flexibility and support from educational administrators.