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Abstract:
Aim: This
study aimed to investigate the opinions and expectations of a Turkish-speaking
sample concerning preschool education and to compare the responses with
personality types and demographic features.
Methods:
Using the snowball sampling method, a descriptive, cross-sectional study was
conducted. The study questionnaire was hosted at Google Forms querying
demographic information, expectations from preschool, and the Taştan
Personality Inventory. The responses were graded using a 7-point Likert scale.
Results: The
highest agreement among participants was in assisting the child in respecting
nature. Also approved was the idea that parents and the school should cooperate
in the education of the child. Distributions of the perfectionist, helper,
achiever, romantic, observer, loyalist, adventurer, challenger, and peacemaker
personality types were 5.2% (n=18), 27.8% (n=96), 13.9% (n=48), 8.4% (n=29),
11.0% (n=38), 3.5% (n=12), 9.9% (n=34), 2.0% (n=7), and 18.3 (n=63),
respectively. Participants with a challenger personality type opined higher for
rewarding students, while observers and adventurers expected less rewarding
(p<0.05). The mean scores of the items were compared according to the age
categories, which demonstrated significant differences in informing children
about the daily schedule, having a pet in preschool, religious/cultural
education, and concentrating on few or broad areas of development.
Conclusion:
Although there are no peculiar differences regarding personality types, special
attention should be given to some personalities when discussing areas such as
individual vs. group, mixed vs. same age interaction, having pets in preschool,
and rewarding. Finally, professionals of preschool should be aware of the
different expectations from preschool depending on age.
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