Preschool Education in Çorum: School at Three, or at Home with Mum?

Preschool education figures in Çorum look very different at ages 3, 4 and 5. A psychological look at child development, separation anxiety and parents' choices.

"He's still so little, let him stay at home with me", or "Let her play with friends and learn to socialise"? Many parents trying to make a decision for their three-year-old go back and forth between these two sentences. Figures on preschool education in Çorum clearly show how differently this decision is made depending on the child's age. According to the Ministry of National Education's (MEB) Formal Education Statistics 2024/'25, 88 per cent of five-year-olds in Çorum are in school; this is above the Turkey average (82.5 per cent). However, the share of children attending school falls to 47 per cent at age four and to 19 per cent at age three. In other words, in Çorum most children meet preschool education at the age of five; in the three-to-four age period, care remains largely at home, most often with the mother. In this article we look at these figures, their possible causes and their psychological meaning for children and parents.

Preschool Education in Çorum: What Do the Figures Say?

The core data, compiled from MEB's provincial tables for the 2024/'25 school year, are as follows:

• Age 5: Net enrolment rate of 88.04 per cent. In Turkey, 82.53 per cent.
• Age 4: Net enrolment rate of 47.28 per cent.
• Age 3: Net enrolment rate of 18.59 per cent.
• Ages 3–5 together: Adjusted net enrolment rate of 55.52 per cent.
• Ages 4–5 together: Adjusted net enrolment rate of 68.15 per cent.
• Girls and boys: At age five, the enrolment rate is 88.63 per cent for girls and 87.44 per cent for boys. In other words, there is no marked gender-based difference at preschool level.

This picture tells us two things. First, in the year just before primary school, the great majority of children in Çorum receive preschool education, and the province is ahead of the Turkey average in this respect. Second, at younger ages preschool education is still the exception; roughly four in every five three-year-olds are at home.

The limits of the data

The net enrolment rate shows what share of children of a given age are enrolled in the level of education appropriate for that age. But this rate does not show how regularly the child attends, how many hours a day they stay, or the quality of the education. Because the Turkey values for the 3–5 and 4–5 age groups could not be read in the table published by MEB, a national comparison for these age groups was not possible. Reliable data on the number of nurseries and day-care centres in Çorum could not be found either. For this reason we cannot say with certainty how much of the low rate at ages three and four stems from preference and how much from access.

Possible Factors Affecting Participation in Preschool Education in Çorum

It would not be right to attribute the low enrolment at ages three and four to a single cause. However, it can be considered that several structural and cultural factors play a part together:

The mother being at home. In regions where women's participation in the labour force is limited, the care of a young child usually stays at home with the mother. For a child whose mother is at home, preschool education may be seen as an "option" rather than a "need".

Extended family and grandmother support. In families where grandparents live nearby, the care of a young child can be shared within the family. This can reduce the inclination to turn to institutional education. It should not be forgotten that growing up with a grandmother also has warm and reassuring sides for the child.

The perception of "too early". The common view that "school will start anyway, let them enjoy their childhood" can make preschool education at three or four seem unnecessary or premature. Some families may worry that "leaving the child with strangers" will harm them.

Access and cost. In a province with a relatively large rural population, the lack of a nearby nursery school or difficulties with transport may be decisive for families living in villages and small districts. The fees of private institutions can also be a barrier for some families.

The special place of age five. The fact that the great majority of families send their child to school at five, seen as the preparatory year for primary school, suggests that preschool education is perceived mostly as "preparation for primary school". Yet early childhood education is not only academic preparation; it is also a space for social and emotional development.

These factors are not a judgement but possible explanations. A child who grows up with love at home and a child who starts preschool early can both develop healthily; what matters is providing an environment suited to the child's needs.

A Psychological Reading: What This Decision Means for Child and Parent

The decision about preschool education is not just an enrolment procedure; it is an emotional threshold for both child and parent.

Attachment and the secure base

In early childhood, the child uses the bond formed with their main caregiver as a "secure base"; they set out from this base to explore the world and return to it when frightened. Secure attachment also helps the child adapt more easily to new environments such as school. So the question is not "mother or school", but "how can the child open up to new experiences while feeling safe?".

Separation anxiety

The first time a child is separated from their parents and stays in another setting can be anxiety-provoking for both child and parent. Reactions such as crying, not wanting to go to school, tummy aches or waking at night are common in the first weeks. In our article on separation anxiety in children, we looked in detail at when these reactions are normal and when they reach a level that calls for support.

Peer relationships and social skills

The ages of three to five are an important period for learning to wait one's turn, share, set up a game together and express feelings in words. These skills can also develop at home with siblings, cousins and neighbours' children. But at a time when households are getting smaller and the number of children is falling, for some children preschool education may be the easiest way to meet peers regularly.

The mother's feelings

Mothers who leave their child at school often experience mixed feelings: relief and freedom, but also guilt and the question "Am I a good mother?". Mothers who choose to keep their child at home, meanwhile, may at times feel pressure from those around them along the lines of "Why don't you send him? He'll fall behind." Let us say that a mother living in central Çorum enrols her three-year-old son in nursery school, but in the first week, seeing him cry at the door every morning, she begins to doubt her decision. Her mother-in-law's remark, "What kind of age is this for school?", adds to her guilt. What is happening in this example is not a mistake but the natural difficulty of every transition period.

The trap of early academic pressure

Seeing preschool education mainly as "preparation for primary school" can turn, in some families, into an expectation that a young child will learn letters, numbers and reading early. Yet at this age a child's real work is play. Play is the natural setting in which skills such as attention, language, problem-solving, emotional regulation and cooperation develop. A five-year-old not being able to read is not a deficiency; by contrast, difficulty following a rule, waiting their turn or coping with disappointment may matter more in primary school. Early academic pressure, meanwhile, can sow the seeds of reluctance towards school and a feeling of "I can't do it" in the child.

The role of the father and the extended family

The preschool decision is often placed on the mother's shoulders alone. Yet the father taking the child to school in the morning and grandparents supporting the decision can ease the adjustment of both child and mother. If there are differing views within the family, it is important that they are discussed between the adults and not in front of the child. If a child hears their mother and grandmother arguing about whether they should go to school, they may struggle to see school as a safe place and may feel as though they are the cause of the disagreement.

There is no single template for the right environment for a child; any setting where they feel safe, can play and have their feelings seen makes room for them to grow.

Practical Suggestions for Families

When making the decision:

• Observe your child. Look at how they react to new people and settings, and whether they enjoy playing with peers.
• Take your own needs into account too. The mother's need to work, rest or have time for herself is also a legitimate factor; these needs are not selfishness.
• Visit the setting together. Meeting the teacher, seeing the classroom and looking at the play area reduce both your anxiety and your child's.

During the adjustment period:

• Start gradually. Starting with short periods in the first days and slowly increasing the time makes adjustment easier. We described these steps in detail in our article on settling in at nursery.
• Keep goodbyes short and clear. Instead of slipping out secretly, say goodbye with a concrete promise such as "I'll pick you up after lunch", and keep your promise.
• Accept their feelings. Saying "Leaving me makes you sad, I understand" instead of "Don't cry, you're a big boy now" helps the child regulate their emotions.
• Manage your own anxiety. Children quickly sense a parent's anxiety; a calm and steady manner gives the child confidence.

If your child is at home:

• Make time for play. Even a short daily period of screen-free, one-to-one play makes a strong contribution to a child's development.
• Plan meet-ups with peers. Regular play with neighbours' and relatives' children or children met at the park supports social skills.
• Create a routine. Regular times for sleep, meals and play will also make it easier to adjust to school later.

For institutions: Mobile or half-day early childhood programmes in rural areas, parenting seminars for families and settling-in weeks at nursery schools can contribute to increasing participation at ages three and four and to making the transition smoother.

When Should You Seek Professional Support?

Crying, irritability and reluctance in the first weeks of starting school are mostly temporary. However, it may be helpful to seek support from a child mental health professional in the following situations:

• If adjustment difficulties do not ease, and instead increase, even after weeks have passed
• If the child does not speak at all at school, does not join in games or is constantly alone
• If signs of regression such as nightmares, bedwetting or eating problems have continued for a long time
• If there are frequent physical complaints such as tummy aches or vomiting before going to school
• If a child at home shows a marked delay in language, play or social skills compared with peers
• If the parent's own separation anxiety or guilt is making daily life difficult

These signs do not amount to a diagnosis on their own; but getting a professional's view can be a good start to understanding your child's needs better.

How Are Preschool Adjustment Difficulties Addressed in Therapy?

Young children express their feelings not with words but above all through play. That is why child and play therapy can be an important support for adjustment difficulties in the preschool years. The process usually follows these steps:

• Assessment: The child's developmental history, the family routine and the situations in which the adjustment difficulty arises are discussed together with the parents.
• Child-centred play therapy: Space is made for the child to express their anxiety, anger and needs through play in a safe setting.
• Parent sessions: Parents are guided on goodbye routines, accompanying feelings and setting boundaries.
• The parent's own feelings: The mother's or father's guilt and anxiety are addressed, because a parent calming down often helps the child calm down too.
• Working with the school: Where needed, contact is made with the teacher so that the child receives consistent support both at home and at school.

In Çorum, work with children can take place face to face, and parent sessions can also be held online.

Frequently Asked Questions

Should I send my child to nursery school at three?

There is no single answer that applies to everyone. The child's temperament, the family routine, the mother's needs and the quality of the setting should be considered together. A child can develop healthily both at home and at school, in an environment where they feel safe and can play.

When do children in Çorum start preschool education?

According to MEB's 2024/'25 data, the great majority of children start preschool education at age five; enrolment at this age is 88 per cent. At age four the rate is 47 per cent, and at age three it is around 19 per cent.

Is it normal for a child to cry every morning in the first weeks of school?

Yes, crying and difficulty separating are very common in the first weeks. With short and clear goodbyes, consistent routines and a calm manner, these reactions usually decrease over time. If they increase even after weeks have passed, it may be helpful to consult a professional.

Will a child who grows up at home fall behind at school?

A child who grows up with love at home, who plays, is talked to and spends time with peers can be well prepared for school. What matters is less the type of setting than the child being supported with language, play and social experiences.

• #preschool
• #nursery school
• #child development
• #Çorum

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Eda Erkan Alapala

Klinik Psikolog. İstanbul Kent Üniversitesi Klinik Psikoloji Tezli Yüksek Lisans mezunu; bilişsel davranışçı terapi, çocuk merkezli oyun terapisi ve çocuk-ergen psikoterapisi alanlarında eğitimlerini tamamlamıştır.

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