Open Access

Fatma Betül Aktürk, Zekeriya Aktürk

• Aim: This study aimed to investigate the opinions and expectations of a Turkish-speaking sample concerning preschool education and to compare the responses with personality types and demographic features. Methods: Using the snowball sampling method, a descriptive, cross-sectional study was conducted. The study questionnaire was hosted at Google Forms querying demographic information, expectations from preschool, and the Taştan Personality Inventory. The responses were graded using a 7-point Likert scale. Results: The highest agreement among participants was in assisting the child in respecting nature. Also approved was the idea that parents and the school should cooperate in the education of the child. Distributions of the perfectionist, helper, achiever, romantic, observer, loyalist, adventurer, challenger, and peacemaker personality types were 5.2% (n=18), 27.8% (n=96), 13.9% (n=48), 8.4% (n=29), 11.0% (n=38), 3.5% (n=12), 9.9% (n=34), 2.0% (n=7), and 18.3 (n=63), respectively.Aim: This study aimed to investigate the opinions and expectations of a Turkish-speaking sample concerning preschool education and to compare the responses with personality types and demographic features. Methods: Using the snowball sampling method, a descriptive, cross-sectional study was conducted. The study questionnaire was hosted at Google Forms querying demographic information, expectations from preschool, and the Taştan Personality Inventory. The responses were graded using a 7-point Likert scale. Results: The highest agreement among participants was in assisting the child in respecting nature. Also approved was the idea that parents and the school should cooperate in the education of the child. Distributions of the perfectionist, helper, achiever, romantic, observer, loyalist, adventurer, challenger, and peacemaker personality types were 5.2% (n=18), 27.8% (n=96), 13.9% (n=48), 8.4% (n=29), 11.0% (n=38), 3.5% (n=12), 9.9% (n=34), 2.0% (n=7), and 18.3 (n=63), respectively. Participants with a challenger personality type opined higher for rewarding students, while observers and adventurers expected less rewarding (p<0.05). The mean scores of the items were compared according to the age categories, which demonstrated significant differences in informing children about the daily schedule, having a pet in preschool, religious/cultural education, and concentrating on few or broad areas of development. Conclusion: Although there are no peculiar differences regarding personality types, special attention should be given to some personalities when discussing areas such as individual vs. group, mixed vs. same age interaction, having pets in preschool, and rewarding. Finally, professionals of preschool should be aware of the different expectations from preschool depending on age.…