IDENTIFYING THE CHARACTERISTICS OF PRESCHOOL CHILDREN AT RISK OF LEARNING DIFFICULTIES ACCORDING TO FAMILY AND TEACHER PERSPECTIVES1

Abstract

The fact that the learning process is very complex does not happen in the same way for some people and learning problems arise. One of the groups that experience these learning problems are children with learning difficulties. Children with learning difficulties are diagnosed in the first year of primary school and later. However, these children also show some symptoms in the pre-school period. These symptoms may enable children with learning disabilities to be identified before they enter school and to be diagnosed early and to have access to early intervention. Therefore, the aim of this study is to determine the characteristics of preschool children with learning disabilities according to the views of parents and teachers. In the study, which was conducted using a basic qualitative research design, children at risk of learning disabilities were identified using purposive sampling. Phonological awareness, rapid naming and language tests were used to identify children in the risk group and 10 children with learning disabilities were identified. Semi-structured interviews were conducted with the families and teachers of these children. The data were analysed using thematic analysis. The results showed that the characteristics of kindergarten children at risk of learning disabilities were problems with language and communication, problems with fine and gross motor development, problems with colour, number and shape concepts, problems with perception, problems with time and direction concepts, problems with memory, problems with attention, problems with social-emotional skills, problems with organisational skills, reluctance to go to school and to read and write, and problem behaviour.