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JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD February 2014, Volume: 4 Issue: 1 Article: 09 ISSN: 2146-7463

EXAMINING SCHOOLING AGE FOR THE 1ST GRADE OF PRIMARY SCHOOL ACCORDING TO THE VIEWS OF PRIMARY SCHOOL MANAGERS AND TEACHERS

Assoc. Prof. Dr. Durmuş Kılıç Atatürk University

Kazım Karabekir Faculty of Education Department of Classroom Teaching

Erzurum, TURKEY [email protected]

Ömer Karbuğa

Hüseyin Avni Primary School Classroom Teacher

İnebolu-Kastamonu, TURKEY [email protected]

Res. Assist. Yavuz Sökmen

Atatürk University Kazım Karabekir Faculty of Education

Department of Classroom Teaching Erzurum, TURKEY

[email protected] Abstract The aim of this research was to investigate the views of managers and teachers regarding schooling age. The research was regulated in accordance with the screening model. And a relational scan was conducted to test the effects of independent variables on result. The relation between the managers’ and teachers’ variables on professional seniority, branch and place of duty and the factors that affect the schooling age on primary school was investigated. A total of 55 managers and 178 teachers, a total of 232 participants, who work in ten different counties in the Erzurum province constituted the research sample. The data were collected through a questionnaire developed by the researcher based on expert opinion. Chi-square analysis was applied to analyze the data. In this study, not only the calendar age of primary freshman students, but also the social, physical and mental characteristics should be taken into consideration was concluded. Key Words: Calendar age, schooling age of primary school, the classroom teacher, school manager. CT. INTRODUCTION Starting school is one of the most important events in a child’s educational life. Starting school requires mental, physical emotional and social maturity (Ülkü, 2007). The period from 0 to 6 years constitutes the fastest and most critical years of a child’s development. There is a high chance that if the foundations of physical health and personality structure are laid in these years, they will develop in the same course without changing direction in later ages (Oktay, 1998; Oktay, 2003). Varying research in this century has highlighted the concept of “schooling maturity”. Some of these researchers have investigated this concept more broadly with regards to earning school-related skills comfortably whereas some researchers have further narrowed the subject by investigating in terms of “reading maturity”. However,

JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD February 2014, Volume: 4 Issue: 1 Article: 09 ISSN: 2146-7463

both school maturity and reading maturity aim to ensure a child’s entire development in order to reach a certain level (Oktay, 1980). One must be ready before starting primary school. As previously mentioned, readiness is the physical, mental, emotional and experiential development stage in which children have the ability to understand a certain thing easily and comprehensively and are eager to learn. Children must be ready to experience any learning (Kılıç, 2008; Ryan Jr., 2003; Oktay and Unutkan, 2005). Literacy is a bridge that is built among students, teachers and families. Bringing the family culture to the school, children create a school culture with the family culture (Tompkins, 1997). The fact that the families participate in school activities and exhibit supportive attitudes in literacy activities is among the important factors that increase children’s school success (Little and Box, 2002). The fact that the families effectively participate in their children’s first literacy activities as well as their interaction with their children has a significant effect in developing their first literacy skills (Ortiz, 2001; Morrow, 1993). Today, schooling age and related procedures differ in the countries of the world. In Germany, France, Belgium and Austria the compulsory schooling age is six. Education before this age is on a voluntary basis (Kantos, 2011; Memduhoğlu, 2011; Yılmaz, 2011). The compulsory schooling age is 5 in the United Kingdom (Erginer, 2009). Children start primary school through guidance in the United States of America since each state has formed its own educational system (Harmancı, 2011). The traditional schooling age is 6 in Japan (Telci, 2011). The procedure for starting school is decided with families and children under the supervision of experts in many developed countries such as the United Kingdom, the United States of America and Northern European countries. When the calendar age is taken as a basis, children start primary school in the same age range in many countries. Although this age ranges from five to eight, generally children who have reached six or seven years of age start primary school. Reading maturity is of top priority for starting school. Today, in Turkey, a child’s readiness for primary school is decided by taking the calendar age as a basis, and every child aged 66-72 months starts primary school (MEB [Ministry of National Education], 2006, 2012). It is a matter of debate to what degree this condition is healthy. It is supported with recently conducted research that it is more important to consider the physical, social, emotional, cognitive and self-care fields apart from calendar age basis while deciding whether children should start school (Çelenk, 2003; Yapıcı, 2004). It is also among the debated issues that parents should not be the sole authority in deciding whether the child is ready for school and will continue studying in the 1st grade and that teachers and guidance counselors must participate in this process. Aim of the Research Schooling age for the 1st grade of primary school was examined in this study according to the views of primary school managers and classroom teachers. 1. Do schools with different socio-economic levels affect schooling age? 2. Does the educational level of the child’s father affect schooling age? 3. Is there a difference between schools located in rural areas and central schools in terms of schooling age? 4. Does pre-school education affect schooling age? 5. Does the fact that the student’s mother and father live together affect schooling age? 6. Do the climatic conditions in the region where the student lives affect schooling age?

JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD February 2014, Volume: 4 Issue: 1 Article: 09 ISSN: 2146-7463

METHOD Research model, universe and sample, data collection tools, data collection and data analysis are highlighted in this section. Research Model In this study, which is of the screening model, relational screening was conducted in order to test the effect of the independent variables of the research on the result. Relational screening models are the research models that aim to determine the existence and/or the degree of change between two or more variables (Karasar, 1998). Universe and Sample The universe of the research was composed of managers and teachers working in the primary schools of the Ministry of National Education that are located in Erzurum’s various districts, namely Aşkale, Aziziye, Çat, Hınıs, Horasan, Narman, Palandöken, Pasinler, Tortum and Yakutiye in the 2010-2011 school year. The sample of research was composed of 55 managers and 178 teachers working in the primary schools of the Ministry of National Education that are located in Erzurum’s various districts, namely Aşkale, Aziziye, Çat, Hınıs, Horasan, Narman, Palandöken, Pasinler, Tortum and Yakutiye in the 2010-2011 school year. Data Collection The data of the research was collected via the questionnaire titled “The Views of Classroom Teachers and Primary School Managers on Schooling Age for the 1st Grade of Primary School” which was prepared by the researchers. The questionnaire, which was a 5-point Likert type, was composed of a total of 25 items. The options of the questionnaire items were prepared as follows: “Completely Disagree, Disagree, Partially Agree, Agree and Completely Agree”. The opinions of three field experts were taken regarding the validity of the questionnaire. Examining the questionnaire given to them, stating the ambiguous expressions and options, managers and teachers helped the researcher review and revise the questionnaire to a more comprehensible degree. The internal consistency (Cronbach’s Alpha) of the questionnaire was found to be 0.72. Data Analysis The dependent variable of this research was the schooling age for the 1st grade of primary school. The independent variables of this research were managers’ occupational seniority, teachers’ occupational seniority, their fields and the districts where they work. Statistical analysis of the data was studied in a model that would set forth the effect of the independent variables on the dependent variables. Chi-square analysis was used in order to understand whether there was a difference among the items in terms of managers’ occupational seniority, teachers’ occupational seniority, their fields and the districts where they work. The significance level was determined to be 0.05 in data analysis. FINDINGS AND INTERPRETATIONS The results and interpretations of the statistical analyses applied to the data that were collected in the research are given under four main headings in this section. The questionnaire, which was prepared in accordance with the conducted study, was administered to the teachers and primary school managers in the districts and district centers (Aşkale, Aziziye, Çat, Hınıs, Horasan, Narman, Palandöken, Pasinler, Tortum and Yakutiye) located within the boundaries of Erzurum province. The obtained data were graded in a range from 1 to 5 using a statistical package program, and chi-square analysis was conducted on the data. The data of the participants who marked their occupational seniority as 11-15 years, 16-20 years and 21 years or over were combined with the data of the participants who had 6-10 years of occupational seniority and they were collectively taken as six years or over in order for the chi-square analysis to yield more accurate and clear results. Furthermore, the main fields were Turkish, Mathematics, Science and Technology, Social Sciences and English whereas Religious Culture and Moral Knowledge, Physical Education, Visual Arts, Music, Information Technologies, Technology- Design and Counseling, the areas of the teachers and primary school managers, were taken as the other fields. The obtained results were given as tables, and the interpretations are presented below the tables.

JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD February 2014, Volume: 4 Issue: 1 Article: 09 ISSN: 2146-7463

Table 1: The Distribution of “the Effect of Schools with Different Socio-economic Levels on Schooling Age” in Terms of the Fields of Primary School Managers and Teachers

Teachers’ Occupational Seniority

Completel y Disagree

Disagree Partially

Agree Agree

Completely Agree

Total

Classroom Teacher n %

21 16.9

15 12.1

31 25

32 25.8

25 20.1

124 100

Mathematics Turkish n Social Sciences % Science and Technology

10 12.6

14 17.7

8 10.1

32 40.5

15 18.9

79 100

Other n %

2 6.8

7 24.1

9 31.1

6 20.6

5 17.2

29 100

Total n %

33 14.2

36 15.5

48 20.6

70 30.1

45 19.3

232 100

S.D.= 8 χ2= 15.874 p= 0.044 Chi-square analysis was conducted on the given answers in order to understand whether “schools with different socio-economic levels affect schooling age” in terms of the fields of primary school managers and teachers. χ2 value was calculated as 15.874 and p = 0,044; this was found to be significant at the p < 0.05 significance level. This finding shows that there is a difference in “the effect of schools with different socio- economic levels on schooling age” in terms of the fields of primary school teachers. When the table is examined, it is observed that 26% of the classroom teachers, 40% of the teachers of main fields (Mathematics, Turkish, Science and Technology, Social Sciences and English) and 21% of teachers of other fields marked the “Agree” option. Consequently, it can be stated that the teachers of main fields exhibited a higher degree of agreement with the idea that schools with different socio-economic levels affect schooling age. Table 2: The Effect of the Educational Level of the Student’s Father on Schooling Age

Teachers’ ccupational Seniority

Completely Disagree

Disagree

Partially Agree

Agree Completely

Agree Total

Classroom Teacher n %

16 12.9

20 16.1

27 21.7

48 38.7

13 10.4

124 100

Mathematics Turkish n Social Sciences % Science and Technology

14 17.7

7 8.8

18 22.7

25 31.6

15 18.9

79 100

Other n %

7 24.1

9 31.1

2 6.8

11 37.9

0 0

29 100

Total n %

37 15.9

36 15.5

47 20.2

84 36.2

28 12.1

232 100

S.D.= 8 χ2= 19.411 p= 0.013

JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD February 2014, Volume: 4 Issue: 1 Article: 09 ISSN: 2146-7463

Chi-square analysis was conducted on the given answers in order to understand whether there was a difference in the degree to which primary school managers and teachers agree with the idea that “the educational level of the student’s father affects schooling age” in terms of their fields. χ2 value was calculated as 19.411 and p = 0.013; this was found to be significant at the p < 0.05 significance level. This finding shows that there is not an important difference in “the effect of the educational level of the student’s father on schooling age” in terms of the fields of primary school managers and teachers. When the table is examined, it is observed that 39% of the classroom teachers, 32% of the teachers of main fields and 38% of teachers of other fields marked the “Agree” option. Consequently, it can be stated that the classroom teachers exhibited a higher degree of agreement with the idea that the educational level of the student’s father affects schooling age. Table 3: Is There a Difference Between Schools Located in Rural Areas and Central Schools in Terms of Schooling Age?

District Completely

Disagree Disagree

Partially Agree

Agree Completely

Agree Total

Aşkale n %

0 0

2 15.3

0 0

9 69.2

2 15.3

13 100

Aziziye n %

1 10

3 30

2 20

1 10

3 30

10 100

Çat n %

0 0

1 10

2 20

7 70

0 0

10 100

Hınıs n %

1 9.1

7 63.6

2 18.1

0 0

11 100

Horasan n %

10 10.5

7 7.3

26 27.3

33 34.7

19 20

95 100

Narman n %

10 40

6 24

3 12

4 16

2 8

25 100

Palandöken n %

4 23.5

1 5.8

4 23.5

2 11.7

6 35.2

17 100

Pasinler n %

3 13.6

4 18.1

8 36.3

5 22.7

2 9.1

22 100

Tortum n %

0 0

2 22.2

1 11.1

5 55.5

1 11.1

9 100

Yakutiye n %

2 10

1 5

11 55

5 25

1 5

20 100

Total n %

31 13.3

28 12.1

64 27.5

73 31.4

36 15.5

232 100

S.D.= 4 χ2= 81.319 p= 0.00 Chi-square analysis was conducted on the given answers in order to understand whether there was a difference in the degree to which primary school managers and teachers agree with the idea that “there is a difference between schools located in rural areas and central schools regarding schooling age” in terms of the district where they work. χ2 value was calculated as 81.319 and p = 0.00; this was found to be significant at the p < 0.05 significance level. This finding shows that there is not an important difference in “the effect of the difference between schools located in rural areas and central schools on schooling age” in terms of the district where managers and teachers work. When the table is examined, it is observed that 31% of the managers and teachers marked the “Agree” option in terms of the district where they work. Consequently, it can be stated that the teachers working in Çat exhibited a higher degree of agreement with the idea that there is a difference between schools located in rural areas and central schools regarding schooling age.

JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD February 2014, Volume: 4 Issue: 1 Article: 09 ISSN: 2146-7463

Table 4: The Effect of Pre-School Education on Schooling Age

District Completely

Disagree Disagree

Partially Agree

Agree Completely

Agree Total

Aşkale n %

0 0

1 7.6

6 46.1

13 100

Aziziye n %

0 0

7 70

3 30

10 100

Çat n %

0 0

1 10

2 20

4 40

3 30

10 100

Hınıs n %

0 0

1 9.1

3 27.2

4 36.3

3 27.2

11 100

Horasan n %

5 5.2

3 3.1

22 23.1

28 29.4

37 38.9

95 100

Narman n %

6 24

1 4

2 8

12 48

4 16

25 100

Palandöken n %

0 0

1 5.8

3 17.6

5 29.4

8 47.1

17 100

Pasinler n %

2 9.1

0 0

4 18.1

12 54.5

22 100

Tortum n %

0 0

2 22.2

0 0

5 55.5

2 22.2

9 100

Yakutiye n %

4 20

2 10

3 15

8 40

3 15

20 100

Total n %

17 7.3

11 4.7

40 17.2

83 35.7

81 34.9

232 100

S.D.= 36 χ2= 56.856 p= 0.015 Chi-square analysis was conducted on the given answers in order to understand whether there was a difference in the degree to which primary school managers and teachers agree with the idea that “the pre- school education affects schooling age” in terms of the district where they work. χ2 value was calculated as 56.856 and p =0.015; this was found to be insignificant at the p < 0.05 significance level. This finding shows that there is not an important difference in “the effect of pre-school education on schooling age” in terms of the district where managers and teachers work. When the table is examined, it is observed that 36% of the managers and teachers marked the “Agree” option in terms of the district where they work. Consequently, it can be stated that the teachers working in Aziziye exhibited a higher degree of agreement with the idea that the pre-school education affects schooling age. Table 5: The Effect of the Parents’ Marital Status on Schooling Age

District Completely

Disagree Disagree

Partially Agree

Agree Completely

Agree Total

Aşkale n %

0 0

1 7.6

5 38.4

7 53.8

0 0

13 100

Aziziye n %

0 0

1 10

2 20

4 40

3 30

10 100

Çat n %

0 0

3 30

1 10

0 0

6 60

10 100

Hınıs n %

0 0

1 9.1

7 63.6

3 27.2

0 0

11 100

Horasan n %

11 11.5

12 12.6

27 28.4

18 18.9

95 100

Narman n %

8 32

7 28

2 8

5 20

3 12

25 100

Palandöken n %

0 0

6 35.2

2 11.7

4 23.5

5 29.4

17 100

JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD February 2014, Volume: 4 Issue: 1 Article: 09 ISSN: 2146-7463

Pasinler n %

1 4.5

5 22.7

6 27.2

5 22.7

22 100

Tortum n %

2 22.2

1 11.1

4 44.4

0 0

9 100

Yakutiye n %

3 15

7 35

2 10

6 30

2 10

20 100

Total n %

25 10.7

45 19.3

54 23.2

66 28.4

42 18.1

232 100

S.D.= 36 χ2= 73.438 p= 0.000 Chi-square analysis was conducted on the given answers in order to understand whether there was a difference in the degree to which primary school managers and teachers agree with the idea “that the student’s mother and father live together affects schooling age” in terms of the district where they work. χ2 value was calculated as 73.438 and p = 0.000; this was found significant at the p < 0.05 significance level. This finding shows that there is an important difference in the degree to which managers and teachers agree with the idea “that the student’s mother and father of live together affects schooling age” in terms of the district where they work. When the table is examined, it is observed that 28% of the managers and teachers marked the “Agree” option in terms of the district where they work. Consequently, it can be stated that the teachers working in Aşkale exhibited a higher degree of agreement with the idea that the student’s mother and father live together affects schooling age. Table 6: The Effect of the Climatic Conditions in the Region Where the Student Lives on Schooling Age

District Completely

Disagree Disagree

Partially Agree

Agree Completely

Agree Total

Aşkale n %

0 0

1 7.6

4 30.7

6 46.1

2 15.3

13 100

Aziziye n %

0 0

4 40

3 30

0 0

3 30

10 100

Çat n %

2 20

1 10

0 0

3 30

4 40

10 100

Hınıs n %

1 9.1

2 18.1

3 27.2

11 100

Horasan n %

16 16.8

24 25.2

16 16.8

21 22.1

18 18.9

95 100

Narman n %

7 28

6 24

1 4

9 36

2 8

25 100

Palandöken n %

3 17.6

0 0

9 52.9

2 11.7

3 17.6

17 100

Pasinler n %

1 4.5

9 40.9

8 36.3

3 13.6

1 4.5

22 100

Tortum n %

1 11.1

0 0

5 55.5

2 22.2

1 11.1

9 100

Yakutiye n %

6 30

2 10

7 35

4 20

1 5

20 100

Total n %

37 15.9

49 21.1

55 23.7

53 22.8

38 16.3

232 100

S.D.= 36 χ2= 67.213 p= 0.001 Chi-square analysis was conducted on the given answers in order to understand whether there was a difference in the degree to which primary school managers and teachers agree with the idea that “the climatic conditions in the region where the student lives affect schooling age” in terms of the district where they work. χ2 value was calculated as 67.213 and p = 0.001; this was found significant at the p < 0.05 significance level. This finding shows that there is an important difference in the degree to which managers and teachers agree

JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD February 2014, Volume: 4 Issue: 1 Article: 09 ISSN: 2146-7463

with the idea that “the climatic conditions in the region where the student lives affect schooling age” in terms of the district where they work. When the table is examined, it is observed that 24% of the managers and teachers marked the “Partially Agree” option in terms of the district where they work. Consequently, it can be stated that the teachers working in Tortum partially agreed with the idea that the climatic conditions in the region where the student lives affect schooling age. DISCUSSION AND CONCLUSION It is not adequate to take chronological age as the sole criterion for schooling age. The development levels of the children can be identified using developmental tests, and experienced specialist educators can find the overall level of the children by making an objective evaluation. The behavioural level of the children, which can be found to be under or over the chronological age of the children, is a more accurate criterion compared to chronological age when determining schooling age (Banerji, Smith and Dedrick, 1997). When the findings of the research are examined, it is observed that primary school managers and teachers expressed that they consider determining schooling age according to calendar age alone to be incorrect in terms of several variables. These findings correspond with the opinions of Banerji, Smith and Dedrick (1997). In Turkey, the Ministry of National Education implemented a new regulation on schooling age as of the 2012- 2013 school year, and determined that the schooling year is 66-72 months. The ministry showed that it paid attention to the views of parents and other participants. This indicates that schooling age differs according to socio-economic level, the educational level of mothers and fathers, having pre-school education, living in rural or urban areas and climatic conditions. WJEIS’s Note 1: This study was prepared by benefiting from the graduate study entitled “Examining Schooling Age for the 1st Grade of Primary School According to the Views of Primary School Managers and Teachers” that was argued that the Department of Classroom Teaching, Institute of Social Sciences, Atatürk University. WJEIS’s Note 2: This article was presented at World Conference on Educational and Instructional Studies – WCEIS 07- 09 November, 2013, Antalya-Turkey and was selected for publication for Volume 4 Number 1 of WJEIS 2014 by WJEIS Scientific Committee. REFERENCES Banerji, M., Smith, Richard, M. and Dedrick, R. (1997). Dimensionality of an Early Childhood Scale Using Rasch Analysis and Confirmatory Factor Analysis. Journal of Outcome Measurement, 1(1), 56-85. Çelenk, S. (2003). Incubation Period in the First Literacy Instruction. Abant İzzet Baysal University, Journal of Faculty of Education, 1-2 (36), 83-90. Erginer, A. (2009). European Union Education Systems, Pegem Akademi Yayınları, Ankara. Harmancı, F.M. (2011). Education System of the United States of America, Editor: Ali Balcı, Comparative Education Systems, Pegem Akademi Yayınları, 30-46, Ankara. Kantos, Z.E. (2011). Education System of the Federal Germany, Editor: Prof. Dr. Ali Balcı, Comparative Education Systems, Pegem Akademi Yayınları, 50-67, Ankara. Kılıç, Z. (2008). Comparison of Development Skills of the Students Who Took Pre-School Education and the Students Who Did Not Take Pre-School Education According to the Views of the Teachers of the 1st Grade of Primary School. Unpublished Postgraduate Thesis. Beykent University, İstanbul.

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Little, David, C. and Jeanne A.Box. ( 2002). Developing Early Reading Writing Skills Young Children: A Program for Parents. Reading Improvement 39 (2) 97-1summ ( URL:http://firstsearch.oclc.org/images/WSPL/wsppdf1/HTML/ 009947V41/NSL.HTM Access Date: 09.03.2011 MEB [Ministry of National Education]. (2006). Republic of Turkey, Ministry of National Education, General Directorate of Pre-School Education, Pre-School Education Program, Guidebook, Editors: Tanju Gürkan and Gelengül Haktanır, MEB Publishing House: Ankara. Morrow, L.M. (1993). Literacy Development in the Early Years: Helping Children Read and Write. Boston: Allyn&Bacon. Memduhoğlu, H.B. (2011). Education System of Austria, Editor: Ali Balcı, Comparative Education Systems, Pegem Akademi Yayınları, 69-91, Ankara. Oktay, A. (1980). The History and Development of the Concept of Schooling Maturity, and a Brief Overview on the Studies Conducted on This Subject. Pedagoji Dergisi, Issue 1, 67-71. Oktay, A. (1998). The Place and Importance of Primary School in Children’s Lives. Yaşadıkça Eğitim, 6-8. Oktay, A. (2003). Past, Present and Future of Early Childhood Education in Turkey, OMEP World Council and Conference, 5-11 Kuşadası/Turkey. Oktay A. and Unutkan Ö.P. (2005). New Approaches in Development and Education in Early Childhood (Prepared by Müzeyyen Sevinç), Readiness for Primary Education and Comparison of Pre-School Education and Primary Education, Morpa Kültür Yayınları, İstanbul, p. 145-155. Ortiz, Robert W. (2001). Pivotal Parents: Emergent Themes and Implications on Father Involvement in Children’s Early Literacy Experiences. Reading Improvement 38 (3) 132-44 (URL:http://firstsearch.oclc.org/images/WSPL/wsppdf1/ HTML/ 00995/4X9AK/NSL.HTM Access Date: 09.03.2011). Ryan Jr., B. (2003). Helping Your Child Start School: A Practical Guide for Parents. Hayat Yayınları: İstanbul. Telci, A.M. (2011). Education System of Japan, Editor: Ali Balcı, Comparative Education Systems, Pegem Akademi Yayınları, 365-382, Ankara. Tompkins, Gail, E. (1997). Literacy for the Twenty-First Century: A Balanced Approach. Merill, an Imprint of Prentice Hall, Upper Saddle River, New Jersey, Ohio. Ülkü, Ü.B. (2007). Examining the Views of the Parents and Teachers of the Students of Nursery Class and the 1st Grade of Primary School on the School Maturity of the Students. Unpublished Postgraduate Thesis. Çukurova University, Adana. Yapıcı, M. (2004). Readiness Levels of the Students That Started the 1st Grade of Primary School. (http://www.insanbilimleri.com/ojs/index.php/uib/article/viewArticle/52 Access Date: 21.03.2011). Yılmaz, K. (2011). Education System of Belgium, Editor: Ali Balcı, Comparative Education Systems, Pegem Akademi Yayınları, 93-120, Ankara.

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