A COMPARATIVE EXAMINATION OF STRATEGIES AIMING TO IMPROVE THINKING SKILLS OF CHILDREN USED BY PRESCHOOL TEACHERS IN DIFFERENT COUNTRIES

The purpose of this research is to determine and investigate comparatively which strategies preschool teachers use in order to improve children’s thinking skills in different countries applying Reggio Emilia approach and ımplementing the constructivist approach in Turkey. Based on this aim, sample of the study included 10 preschool teachers working in preschools affiliated to Ministry of National Education in Turkey and 10 preschool teachers working in Reggio Emilia classrooms in different countries. Data regarding research was obtained via qualitative research methods. In analysis of qualitative data, descriptive analysis method was used. Research data were gathered by asking teachers to answer the questions in a semi-structured interview scale developed by researchers. Teachers were asked open-ended questions addressing their strategies related to identifying, guiding and promoting children’s thinking. As a result of this study, it is found that teachers that implements in different countries applying Reggio Emilia approach use strategies as questioning, observation, material and experience offering and documentation. However, for the preschool teachers ımplementing the constructivist approach in Turkey it is determined that documentation is not used at all and the other strategies are not used sufficiently functional and comprehensive.