Abstract

There is increasing consensus that experiences in early childhood have a great influence on a child's physical and mental development. Especially, families and teachers are central to this developmental process. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development. For this reason, it is important for teachers who will work with disadvantaged children or children who are at risk to have sufficient knowledge about early childhood intervention and be competent in this area. Therefore, the present study aims to examine the opinions of seniors in the undergraduate special education program about early childhood intervention. This study used qualitative research method and a questionnaire form which was developed by Melike Yumus and Ebru Hasibe Tanjua (2015) was used to collect the data. The results are discussed in detail with reference to previous literature. Implications and recommendations for further research are also provided in order to improve the quality of education policies, programs and practices related with early childhood intervention and increase awareness and knowledge related with early childhood interventions among teacher candidates.

Keywords: early childhood, early intervention, special education teacher candidates.