Harmony between Turkish Early Childhood and Primary Mathematics Education Standards

Abstract

The aim of this study was to explore the spiral relation and the congruency between mathematics standards listed in the Early Childhood and First Grade curricula in Turkey. A descriptive content analysis was conducted on Early Child Education Curriculum (OOEP) for 36-72 months old children and Math Curriculum for the Grades 1-5 (IMOP), both prepared by Turkish Ministry of Education. Results revealed the inadequacy of OOEP in its provision of showing clear linkages between early math skills and future learnings despite the statements made for the importance of schools readiness in its texts; and complete disregard for early math education and school readiness in IMOP. The ratio of Spiral design established between OOEP and first grade standards was only 51%, pinpointing the need for a revision of almost half of the first grade standards in IMOP. These findings show the importance of collaborative work between early childhood and elementary math educators in the processes of curriculum development.