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This study was designed to determine the psychometric properties of the School Readiness Assessment Tool (SRAT), a new measurement tool for assessing school readiness. The measure aims to assess preschool children's school readiness by estimating their academic, motor, social, emotional, and self regulation skills. Both academic and motor skills are assessed through direct child observation while teacher ratings evaluate social-emotional and self-regulation skills. 228 children attending preschool participated in the study's first phase and 185 children in the second phase. The results show that the items of the new measurement tool had sufficient internal consistency. Both study phases also showed strong evidence of face (content) and construct validity (i.e., convergent and concurrent validity). Overall, the results show that SRAT is a promising new measure for school readiness among preschoolers in Türkiye. In addition to the evidence from randomized control trials, studies should be conducted to determine its psychometric properties with diverse samples, such as rural children and children not enrolled in preschool education.

This article is dedicated to examining a bilateral project established between South Korea and Türkiye with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding the three pillars of sustainability and the 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformations regarding sustainability and early childhood education for sustainability. The data were collected through pre- and post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers' sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas.

The study aimed to investigate preschool children's learning needs related to science and their teachers' science activity practices. A basic qualitative research design was applied. Interviews were conducted with 15 preschool teachers and 48 children living in Ankara and subjected to content analysis. It was found that teachers mostly carried out activities and science experiments to support sense development and observation skills, used science and sensory centres and mostly preferred natural objects and living things. However, it was found that about half of the teachers considered themselves inadequate in science activities. Teachers stated that children need science activities that they can experience on their own, that take place outdoors and that are appropriate for their age, development and interests. They also stated that children need learning experiences that will improve their sensory development, observation and questioning skills. It was found that children mostly wanted to get to know scientists, learn how tools and equipment work, and conduct experiments. As a result of the research, it was revealed that teachers were aware of the importance of developing children's skills and reflected this in practice, but they could not identify the topics that children were interested in very well.

This article is dedicated to examining a bilateral project established between the Republic of Korea and Türkiye, with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability (EfS) within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding three pillars of sustainability and 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformation regarding sustainability and early childhood education for sustainability. The data were collected through pre-post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers’ sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas.