Evaluation of the 2013 Pre-school Curriculum

This study aimed to evaluate the pre-school curriculum having been put into practice in 2013 in Turkey. This evaluation is based on the Provus’s Discrepancy Evaluation Model. The present study employed explanatory sequential design, one of the mixed methods. The reason for the selection of this design is that it enables researchers to determine the extent to which the pre- school curriculum has accomplished the designated standards and to conduct in-depth analysis of this extent. The study group of the quantitative dimension of the study consists of 62 pre- school teachers who were available and volunteer to participate in the study, in the central province of the city of Mug？la. The study group of the qualitative dimension of the study consists of 15 pre-school teachers. The quantitative data of the study were collected by using the pre- school curriculum evaluation questionnaire and the qualitative data were collected with a semi- structured interview form. The collected quantitative data were analyzed through descriptive analysis and the qualitative data were analyzed with the inductive content analysis. As a result of these analyses, it was concluded that according to the pre-school teachers, the pre-school curriculum has been able to reach the designated standards to a great extent; yet, in terms of the family participation, guidance and learning centers, the standards have not been met at the desired level