Multidisciplinary perspective on sensory-based primary school readiness education in early childhood: A program proposal

Authors : Saadet Bartan, Fatma Alisinanoğlu
Pages : 508-532
Doi:10.33400/kuje.1518812
View : 174 | Download : 217
Publication Date : 2025-11-30
Article Type : Research Paper
Abstract :This study aimed to ascertain the expert opinions of academicians, preschool teachers, and occupational therapists working in early childhood education regarding the optimal content and structure of a sensory-based primary school readiness programme. A case study design using qualitative research methods was used. In the study, 5 academicians in preschool education, 5 preschool teachers and 5 occupational therapists were selected using maximum diversity sampling, a type of purposeful sampling. Within the scope of the study, data were collected through a personal information form and a semi-structured interview form prepared by the researchers. The data were analysed using content analysis. According to the findings obtained from the interviews, the steps that should be prioritised in the sensory-based primary school preparation programme were determined. Academicians stated that it is crucial to know children’s developmental characteristics, readiness, needs and interests, physical and psychological health status, sociocultural characteristics and family information, and that children’s attention spans should be prioritised. Teachers stated that sensory education in early childhood can be supported with individualized support for children, enriched environments, games and different activities suitable for their age and needs, materials and cooperation with the family. Occupational therapists stated that the sensory profiles of children are essential when determining the duration and content of sensory activities to be applied to children in early childhood and that the planning of the process should be in this direction. They stated that children’s existing sensory seeking or sensory avoiding behaviors should be determined, and the content of the activities should be enriched accordingly.
Keywords : duyu eğitimi, erken çocukluk eğitimi, program geliştirme

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