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Journals / Ana Dili Eğitimi Dergisi / 2016 / Cilt: 4 - Sayı: 4

Examining the Effects of Parental Dialogical Book Reading on Preschool Children's Approaches to Social Conditions

Etkileşimli Kitap Okumanın Beş-Altı Yaş Çocuklarının Sosyal Durumlara Yaklaşımlarına Etkisinin İncelenmes

ELİF ÇELEBİ ÖNCÜ
Pages
489–503
DOI
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AI Summary & Key Takeaways

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⚡ TL;DR(Too Long; Didn't Read)

The results indicated that the children who had taken the dialogical book reading course with their parents displayed significant differences in understanding social situations and context, proposing positive solutions to social problems, and ending unfinished social stories positively compared to the children who had not taken the course with their parents .

📌 3 Key Takeaways

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Objective & Hypothesis:This study focuses on the parental dialogical book reading process to help 5-6 year-old preschool children understand the main themes of the stories read to them and characters' social characteristics and to support their views on friendship, helping, and sharing skills.
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Key Findings & Data:The study was conducted in the 2015-2016 academic year in the Kocaeli University Kindergarten.
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Conclusion & Impact:The results indicated that the children who had taken the dialogical book reading course with their parents displayed significant differences in understanding social situations and context, proposing positive solutions to social problems, and ending unfinished social stories positively compared to the children who had not taken the course with their parents .
🔬Design:Research Article
📍Scope:2015-2016 Verileri
⚙️Variables:Domain Parameters

Abstract

This study focuses on the parental dialogical book reading process to help 5-6 year-old preschool children understand the main themes of the stories read to them and characters' social characteristics and to support their views on friendship, helping, and sharing skills. The study was conducted in the 2015-2016 academic year in the Kocaeli University Kindergarten. For the sample, 20 children between the ages of 60-66 months who were attending the kindergarten at the time and their parents were selected. Children who had taken the dialogical book reading course with their parents, attended the kindergarten regularly, and had no handicaps and their parents who voluntarily intended to participate were included in the study. Those children were placed in the experiment group. 20 other children in the same kindergarten who had not taken the dialogical book reading course with their parents formed the control group. The results indicated that the children who had taken the dialogical book reading course with their parents displayed significant differences in understanding social situations and context, proposing positive solutions to social problems, and ending unfinished social stories positively compared to the children who had not taken the course with their parents . The results showed the importance of parental dialogical book reading by parents on supporting their children's social development

Özet

Bu araştırma, okul öncesi eğitime devam eden çocukların etkileşimli kitap okuma aracılığıyla, kendilerine okunan öykülerde geçen ana fikri ve karakterlerin sosyal özelliklerini anlamalarını ve arkadaşlık, yardımlaşma ve paylaşma gibi becerilerine yönelik görüşlerini desteklemek amacıyla anne-baba ve çocuğun etkileşimli kitap okumasına odaklanmaktadır. Çalışma, 2015 -2016 eğitim öğretim yılında Kocaeli Üniversitesi Uygulama Anaokulu'nda gerçekleştirilmiştir. Örneklem için anaokuluna devam eden 60-66 aylık toplam 20 çocuk ve anne/babaları seçilmiştir. Çalışmaya özellikle anaokuluna düzenli şekilde devamlılığı olan ve herhangi bir engel durumu bulunmayan çocukların ailelerinden gönüllü katılım göstermek isteyenler dâhil edilmiştir.Bu çocuklar çalışmanın deney grubunu oluşturmuşlardır. Aynı anaokulundan seçilen ve aileleri etkileşimli okuma eğitimine katılmamış olan başka bir 20 kişilik çocuk grubu da çalışmanın kontrol grubunu oluşturmuştur. Araştırmanın sonucunda anne ve/veya babaları ile etkileşimli kitap okuma sürecinden geçen çocukların kontrol grubundaki çocuklara oranla sosyal durumları anlama, sosyal sorunlara ilişkin olumlu çözüm önerme ve sosyal durumlara yönelik öyküleri olumlu biçimde sonlandırma alanlarında anlamlı düzeyde farklılık ortaya koydukları bulunmuştur. Bu sonuçlar, anne ve babaların çocuklarına destek olmaları açısından etkileşimli kitap okuma sürecinin önemini ortaya koymaktadır

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Cite This Article

ÖNCÜ, E. Ç. (2016). Examining the Effects of Parental Dialogical Book Reading on Preschool Children's Approaches to Social Conditions. Ana Dili Eğitimi Dergisi, Cilt: 4 - Sayı: 4, 489–503. https://ajindex.com/articles/165712

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