Abstract:
The aim of this study was to examine practices of teachers to support the social relations of children
with their families, peers, teachers and institution personnel in the preschool period. This research was
conducted with a phenomenological design, one of the qualitative research methods. The participants
of the study were 24 pre-school teachers working in public schools. The study group of the study was
determined by the criterion sampling method, one of the purposeful sampling methods. The research
was carried out by interview method and the data were collected using a semi-structured interview
form consisting of two parts. In the first part of the interview form, there are questions about the
participants' age, professional experience, educational level and type of institution they work in, and
the second part includes questions about the practices of the participants to support children's social
relations with their families, peers, teachers and institution staff. Content analysis method was used in
data analysis. As a result of the research, it was revealed that the family was involved in educational
activities to support children's relationships with their families, various activities were carried out in
and out of the classroom to support children's peer relationships, and practices were made to increase
teacher-child interaction to support children's relationships with their teachers. It was determined that
in order to support the relations of the children with the staff, practices for communicating with them
are also carried out.