This research aims to reveal preschool teachers' awareness of early literacy skills in the process of developing early literacy components and to determine what in-class activity practices are in this context. This research features a qualitative study design. The questionnaire form of the correspondence technique, which is one of the qualitative data collection techniques, was used in the data collection process. The Early Literacy Components Awareness and Practice Identification Questionnaire Form, which was created by the researchers as a correspondence technique form, consists of two parts, which include the personal information of the participants and questions for the purpose of the study. In the first part of the form, the demographic information of the participants such as professional seniority, educational status, early literacy course and special education and inclusion courses in undergraduate or in-service training were included. In the second part, there were questionnaire questions to determine the thoughts of the participants about the concept of early literacy and early literacy components (early literacy, phonological awareness, print awareness, verbal language development, letter knowledge) and their practices in the book centers in their classrooms. With the data obtained, content analysis was conducted in line with the participants' views on early literacy, phonological awareness, print awareness, verbal language development, letter knowledge and book center practices in their classrooms. This research, which was carried out with 32 preschool teachers, was carried out on a voluntary basis. The data obtained according to the answers given by the participants were subjected to content analysis. With the obtained data, codes and categories were reached. As a result of the research, it was determined that although preschool teachers do not seem sufficient in terms of knowledge, they provide these skills to children by performing early literacy activities on a practical basis. The study also determined that the teachers did not have a good command of the components of early literacy and that they increased the quantity of the book center instead of increasing its quality. Based on the results of the study, it is important that teachers who receive pre-school education are equipped with both practice and knowledge starting from their undergraduate education, and it is recommended that teachers who do not take the relevant course in undergraduate programs should be informed about early literacy through in-service training. In addition, it is recommended that book centers that support early literacy skills should be provided with the necessary physical equipment for qualified pre-school education in classrooms


Early literacy, early literacy components, preschool teacher