This research was evaluated conversation and story reading and telling activities used by pre-school education teachers and determined the results related to these activities. A hundred pre-school education teachers, working in private and public primary schools and kindergartens in seven municipalities in Istanbul, participated in this study. A questionnaire composed of some demographic information, items related the research topic, and an observation form prepared for the conversation and story telling activities were used to collect the data. The questionnaire form was filled out by the teachers but the observation forms were rated by the researchers, observing the teachers during the conversation and story telling activities. The teaching methods implemented during the story and conversation activities by the teachers were compared according to school types. Demographic information of the teachers was analyzed with frequencies and percentages. The opinions of the teachers working in the private and public kindergartens were compared and contrasted with chi-square. Also correlation values between the information gathered from teachers and the observation results of the researchers were computed. The results revealed that the discussion during conversation, traveling and observation-experiment methods, problem solving, and sample case methods during story telling changed according to school type. Also it was determined that role playing technique during conversation activities and the question-answer technique during story activities were implemented by the teachers according to both the researchers' observation and the teachers own reports. There is no relation between the teachers' expressions and the observers' opinions regarding the other techniques.
Pre-School Education, Teacher, Conversation Activities, Story Activity, Teaching Methods.
Education starts as early as ore-birth, in the womb of the mother, and and continues up until the death of the person. The most important and intense times of any given individual is spent in schools, as much as 12%. The education during school life will determine the future of the individual. Therefore, pre-school education as a starting period to school is becoming a determinative factor in a child's development and education. So, it is obvious that children need to be educated in qualified circumstances in order to be ready for the future (Day, 1999).
It is necessary to prepare the curriculum including different teaching methods and techniques for children to acquire learning skills and develop appropriately during pre-school period. During this period, children are greatly active and open to learn. Curriculum that are prepared in a teaching rather than a learning approach, do not include children's needs, interests, and individual differences, and lead them to be passive (Dodge, Calker, Heroman, & Bickart, 1992).
The teaching methods and techniques in pre-school education should have functional qualities that help children be more attentive, develop memory capacity, get cues easily, and join the learning process (Fidan, 1990). The review of the literature shows that the stimulating factor of educational environment is crucial for the child's success. In a research study with 545 children of 5-13 years of age, Ayçiçegi (1996) indicated that it is necessary to implement teaching methods that should involve activities based on more senses that are in support of each other.
In pre-school education, it is very important that different methods and techniques be implemented. During the class activities, these activities are accepted as facilitators in concept development. Casey and his friends (2004) showed that stories and tales have important effects in mathematical concept developments such as geometry, measurement, and graphic draw abilities for children.
Various research studies indicate that teachers in pre-school education prefer limited number of methods during clasroom activiteis. …