SavedAdd your journal

Journals / Journal of Family Counseling and Education / 2023 / Cilt: 8 Sayı: 2

Examining The Effect of Interactive Book Reading Method on The Self-Perception of 5-6 Year-Old Children

Suat KOL
Şeyma DEMİRCİ
Pages
212–228
Publication Date
2023-10-26
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to these results, it can be said that the interactive book reading method has a positive effect on the self-perception of 5–6-year-old children.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examined the effect of the interactive book reading method on the self-perception of children aged 5-6 years.
📊
Key Findings & Data:The study group consists of 26 children aged 5-6 years studying in two schools affiliated with the Ministry of National Education in the Geyve district of Sakarya province in the 2021-2022 academic year.
💡
Conclusion & Impact:According to these results, it can be said that the interactive book reading method has a positive effect on the self-perception of 5–6-year-old children.
🔬Design:Research Article
📍Scope:2021-2022 Verileri
⚙️Variables:Preschool Education · Interactive Book Reading Program · Self-Perception.

Abstract

This study examined the effect of the interactive book reading method on the self-perception of children aged 5-6 years. The study group consists of 26 children aged 5-6 years studying in two schools affiliated with the Ministry of National Education in the Geyve district of Sakarya province in the 2021-2022 academic year. A quasi-experimental design with a pretest-posttest control group was used in the study. The experimental group read 10 books twice for eight weeks with the interactive book reading method. No intervention was made for the children in the control group. Demoulin Self-Perception Scale for Children and Personal Information Form, were used as data collection tools. The data obtained from the pre-test and post-test applications were analyzed using SPSS 20 package program. According to the study results, a significant difference was found in the self-perception post-test scores of the children in the experimental and control groups in favor of the experimental group. In addition, the difference in the achievement levels of the children in the experimental group was found to be significant. According to these results, it can be said that the interactive book reading method has a positive effect on the self-perception of 5–6-year-old children.

🔖

Cite This Article

KOL, S., DEMİRCİ, Ş. (2023). Examining The Effect of Interactive Book Reading Method on The Self-Perception of 5-6 Year-Old Children. Journal of Family Counseling and Education, Cilt: 8 Sayı: 2, 212–228. https://ajindex.com/articles/970225

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (4)

  1. Akoglu, G. (2016). Uygulama adımları. In Etkilesimli Kitap Okuma Programı (EKOP) [Interactive Book Reading Program (IBRP)]. C. Ergul (Ed.) (pp. 25-54).
  2. Egiten. Anna, M., Glykeria-Erato, P., Aspasia, D., & Fotini, V. (2016). Effect of a psychomotor program on the motor proficiency and self-perceptions of preschool children. Journal of Physical Education and Sport, 16(4), 1365-1371. doi: 10.7752/jpes.2016.04218 Aydın, A. (2023). Investigation of the effect of mindfulness education program on the emotional intelligence, self-perception and executive functioning level of pre-school children. (Doctoral dissertation). Retrieved from CoHE Thesis Center (Thesis Number: 779508). Balkıs Baymur, F. (2017). Genel Psikoloji [General Psychology]. Inkılap. Bozkurt Polat, E., Ozbey, S., Koycegiz Gozeler, M., & Turkmen, S. (2021). Self perpection in preschool immigrant children: the effect of social adaption and skills education. Goc Dergisi, 8(2), 291-309. doi: 10.33182/gd.v8i2.781 Buyukozturk, S. (2020). Sosyal Bilimler Icin Veri Analizi El Kitabi [Manual of Data Analysis for Social Sciences]. Pegem Akademi. Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S. & Demirel, F. (2013). Bilimsel Arastırma Yontemleri [Scientific Research Methods]. Pegem Akademi. Cevher, F. N., & Bulus, M. (2006). Okul oncesi egitim kurumlarına devam eden 5-6 yas cocuklarında akademik benlik saygısı [Academic self-esteem in 5-6 year old children attending pre-school education institutions]. Dokuz Eylul Universitesi Buca Egitim Fakultesi Dergisi, 20, 28-39.
  3. Celik, N., & Dascan, O. (2019). Son Degişikliklerle Okul Oncesi Egitimi Programı ve Etkinlik Kitabı [Preschool Education Program and Activity Book With the Latest Changes]. Anı. Doyle, B. G., & Bramwell W. (2006). Promoting emergent literacy and social–emotional learning through dialogic reading. International Reading Association, 59(6). doi: 10.1598/RT.59.6.5 Er, S. (2016). The importance of parents’ interactive story reading to preschoolers. Baskent University Journal of Education, 3(2), 156-160. Retrieved from http://buje.baskent.edu.tr/index.php/buje/article/view/66
  4. Ergul, C. (2016). Etkilesimli Kitap Okuma Programı (EKOP) [Interactive Book Reading Program (IBRP)]. Egiten. Ergul, C., Akoglu, G., Karaman, G., & Sarıca, A. D. (2017). Effects of dialogic reading program on later reading skills: follow-up study. Journal of Theoretical Educational Science, 10(2),