Evaluation of Preschool Education Programs in Terms of Health and Physical Development Domains

Abstract

This study aims to compare and examine the learning outcomes and indicators related to health and physical development in the 2018 Preschool Education Program of the Ministry of National Education of the Turkish Republic of Northern Cyprus and the Preschool Education Program of the Ministry of National Education of the Republic of Türkiye. A qualitative research method, namely document analysis, was employed. Data were collected using a specially developed "Learning Outcome and Indicator Comparison Form," and analyzed through descriptive analysis. Both programs highlight the significance of the health and physical development learning area. Recognizing that children in the preschool period require movement and play for their development, these programs encourage active participation in schools through planned activities. The preschool education program implemented in Northern Cyprus includes 9 distinct learning outcomes and 39 indicators in the health and physical development domain. In comparison, Türkiye’s current preschool education program includes 23 learning outcomes and 159 indicators under the same domain. The study identifies similarities and differences between the two countries’ outcomes and indicators. The TRNC program tends to focus more on behaviors and habits related to developmental domains, while Türkiye’s program emphasizes anticipated actions. Moreover, Türkiye’s indicators are found to be more detailed and specific, whereas the TRNC indicators remain more general. Based on these findings, it is recommended to increase studies related to the health and physical development domain in preschool education programs.