Comparison of the Mathematics Contents of Turkish and Swiss Preschool Curricula

This study aimed to compare the mathematics contents of Turkish and Swiss Preschool Curricula. In this context, the similarities

and differences of the outcomes belonging to the learning domains were expressed. The research was designed qualitatively and

document analysis was used as the data collection technique. The mathematics contents of the Turkish and Swiss Preschool

Curricula were taken into consideration as documents. Content analysis was used as the data analysis method. According to the

findings obtained in this study, it was determined that the preschool curricula in Turkey and Switzerland are organized according

to developmental areas, the learning domains are similar, and both countries detail the curriculum with indicators depending on

the stated outcomes. In both curriculum, the outcomes and indicators for the learning domains of "knowing numbers and using

them in daily life, operations and algebraic thinking, recognizing and using patterns, recognizing basic geometric shapes,

recognizing basic spatial concepts and using them in daily life, recognizing and using measurement units" were included. In the

light of the results obtained depending on these achievements and indicators, it is only in the Swiss curriculum that the indicator

of reading and writing numbers for the achievement of knowing numbers and using them in daily life is; It has been determined

that Swiss is at a higher cognitive level in terms of operations and algebraic thinking. In the acquisition of recognizing and using

patterns, the stage of "creating one's own pattern" is not addressed in the Swiss curriculum; It has been concluded that the Turkish

curriculum is in a more positive approach for the acquisition of recognizing and using measurement units.