DOI: 10.52597/buje.1787111 ISSN: 1300-9567

What Do the Names of Early Childhood Institutions in Turkey Imply?

Burcu Güngör, Sude Kartal
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The names of preschool education institutions are not merely descriptive but reflect the identity, function, and educational philosophy of the institutions, and they constitute one of the factors influencing their perception and reputation in society. This study aims to identify the motivations and trends influencing the naming of private and public preschools in different geographical regions of Türkiye. The study comparatively analyzes preschool name selection across institution types and regions. Utilizing a document analysis approach, the dataset comprises all public and private preschools affiliated with the Ministry of National Education. Approximately 2.000 institutional interviews were conducted to enhabce data classification reliability. The collected data were then categorized in Excel and analyzed using descriptive statistics. Additionally, preschool naming narratives were documented. Findings reveal that preschool naming varies by region and institution type, shaped by multidimensional factors including educational philosophy, social values, cultural codes, and regional identities. Supplementary material is available online.

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