Research data from the fields of Neurosciences and Psychology during the 20th century, suggests that cognitive, linguistic and socio-emotional development are largely shaped by the first six years of a child’s life. At the same time, the experiences of children during infancy and early childhood influence their subsequent progression in school and their lives, justifying the great attention paid to pre-school education today, as well as the increasing worldwide interest in pre-school education; as well as its inclusion by government agencies in the legislative framework as compulsory. In this article an extensive bibliographical reference will be held by making a historical review, and the contemporary preschool education trends that dominate the field of education will emerge.

We witness astounding developments in this age of information and communication. Technology has influenced all the aspects of our lives by causing inevitable changes and improvements in every field. Naturally, the world of science has greatly benefited from this change and development. In consequence, the rapid circulation of information and technology in the scientific world has increased the cooperation among scientists. This cooperation highly contributes to researches and studies in the fields of language, history, literature, education, economy, social and cultural life, politics, sports, tourism, and media and communication along with many other areas. Thus, this book contains currents trends in Preschool Education in parallel with the improvements in the world of science. It took about one year to prepare and print the book. We would like to express our deepest gratitude to our friends who contributed to this process. Finally, very special thanks go to the authors who contributed to our book with their researches. It is our greatest wish that this book will increase the cooperation among scientists to make the world a better place.

Modern innovative processes associated with the development of the post-industrial civilization, lead to the formation of a knowledge society. These social "challenges" suggest the presence in a man of psychological traits and characteristics that match the current conditions. All of which brings us to the need to form an educational environment that would facilitate the preschool children personality development. Creation of the developing educational environment is associated with the development of the psychological foundations of support for children and development of their needs for self-study and formation of the relevant intellectual, communicative and practical skills. We believe that if we consider the educational environment as the interaction of the teacher with the children, then it can be divided into four areas: intellectual, personal, communicative, cooperative. In intellectual area are presented the development characteristics of the various aspects of thinking, taking into account the modeling and use of the various characteristics of thinking of teacher and children. Communicative area involves the organization of the communication and interaction of children on the objective and personal levels of problem solving. Evaluative (personal) area includes the evaluative activity of the teacher and children, assuming all the possible types of evaluations aimed both at the child's personality and his activity. In cooperative area are presented the implementation characteristics of the hypotheses, ideas, suggestions, plans into practice.

Development of a child’s learning begins at home. Parents are the main person to start and to help the physical, social, emotional, language skills and cognitive development of children (Children, 2005; Saturia Amiruddin, Sombuling, & Kiong, 2014; (Nor Hashimah Hashim & Yahya Che Lah, 2007). The developments of these five aspects in accordance with nature are by genes and environment. Psychologists have recognized that no individual has the same rate of growth (Aliza Ali, Sharifah Nor Puteh, & Zamri Mahamod, 2013; Atan Long, 1980; Azizi Yahaya, Halimah Ma’alip, & Zuhaimy Ismail, 2012; Nor Hashimah Hashim & Yahya Che Lah, 2007). (Shahrin Hashim & Yusof Boon, 2008) enhances that the development of each individual is unique and also have stages. Although there development are the same but they have the different levels from each other based on genetic, environment, education and nutrition.

Preschool educational institutions assist children in their physical, psycho-motor, social, emotional, mental, and linguistic development and prepare them for primary schools and for their social life in the future; they do this with the support of parents, and when necessary, educate the parents as well. The teachers as well as the educational institutions involved in this field are performing their functions. However, for optimally fulfilling their duties, preschool educational institutions require qualified personnel and physical equipment to implement education programs. Children acquire their basic knowledge, skills, attitude, and habits pertaining to their development at home. Therefore, the family becomes the primary institute responsible for the care, development, and education of the child. After the family, preschool institutions take their place in the system as institutions that support the family in preparing children for their social life. This study aims to examine the effect of the relations between parents and the teachers on the children at Ordu Centrum Preschool. The main purpose of this study is to determine and evaluate parents' approach to preschool teachers. This study focused on parents of children at preschool institutions in Ordu Centrum in the spring of the academic year 2009-2010. A total of 150 persons randomly selected from 500 parents whose children studied at one of the 10 preschool institutions in Ordu Centrum were chosen as the sample for this study.

This study aimed at investigating the views of kindergarten and first-grade teachers on school readiness. The study group of this study consisted of kindergarten (n=16) and first-grade teachers (n=16) working in public and private kindergartens and primary schools affiliated with the Ministry of National Education in Istanbul, Turkey. The phenomenology model, one of the qualitative research designs, was adopted in this study. The “SemiStructured Teacher Interview Form” prepared by Erkan was used to determine the opinions of teachers on school readiness. The data obtained from the study were analyzed by using the content analysis technique. In addition to this, the opinions of kindergarten and first-grade teachers on school readiness were included with direct quotations. As a result of this study, it was determined that kindergarten and first-grade teachers had similar and different opinions on school readiness. Recommendations were provided in line with the findings obtained.

These days’ children attending pre - school got increased and it indicate the demand for education at this stage. Govt. has made policies for the improved provision of equitable and quality preprimary schooling. National education policy, 1986 emphasized need for play based and joyful learning and warned against formal teaching of the 3R’s (reading, writing and arithmetic). Pre-primary education is considered to be very important for the child as it is the first step towards entering the world of knowledge as well as a healthy and purposeful life. This research is targeted to find status and impacts of preschool education. Keywords- Pre-school, education, emotional development.