Abstract

The purpose of the study is to examine the pre-school teacher candidates’ experiences in developing and using a Slowmation as an educational technique with young children. This study also aims at providing the pre-school teachers’ reflections on the whole development and application process. The study was carried out with 65 pre-school teacher candidates (46 of them are from day classes and 19 of them are from evening classes) who were studying in the pre-school education department in the spring term of the 2017–2018 academic year. The researcher used phenomenological research method which relied on these data resources: field notes, open-ended questions, videos and photos and semi-structured interviews. It was concluded that pre-school teacher candidates have developed their skills in using the Slowmation technique during the course. The researchers also concluded that the Slowmation technique, despite having some limitations, has a positive effect on pre-school students’ learning process of the science concepts and it could contribute significantly to their skill development process.

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