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Dergiler / IOJET / 2021 / Cilt: 8 - Sayı: 1

READINESSFORREADINGANDWRITINGINPRE-SCHOOLPERIOD: TEACHERS’ VIEWPOINTS ON CLASSROOM ENVIRONMENT AND PRACTICE

FATMA BETÜL ŞENOL
Dergi
IOJET
Sayfa
432–453
Yayın Tarihi
2022-10-18
DOI
—
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The results obtained from the study showedthat in order to support children's readiness for reading and writing skills in the pre-schoolperiod, bothclassroom environment, andactivities played a significant role inattracting the attention ofchildren, and preparing them for their primary schoolperio

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The study aimed to scrutinizethe views of pre-schoolteachers on children’sreadiness for reading and writingin relation with the classroom environment and the practices.
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Temel Bulgular & Veri:The participantsof the study comprised 47 pre-schoolteachers, who were selected via purposivesampling method.
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Sonuç & Katkı:The results obtained from the study showedthat in order to support children's readiness for reading and writing skills in the pre-schoolperiod, bothclassroom environment, andactivities played a significant role inattracting the attention ofchildren, and preparing them for their primary schoolperio
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

The study aimed to scrutinizethe views of pre-schoolteachers on children’sreadiness for reading and writingin relation with the classroom environment and the practices. This case study adopted descriptive design based on the qualitative data. The participantsof the study comprised 47 pre-schoolteachers, who were selected via purposivesampling method. The data were collected using asemi-structured interview form, and analyzed via content analysis technique. The results obtained from the study showedthat in order to support children's readiness for reading and writing skills in the pre-schoolperiod, bothclassroom environment, andactivities played a significant role inattracting the attention ofchildren, and preparing them for their primary schoolperio

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Bu Makaleye Atıf Yap

ŞENOL, F. B. (2022). READINESSFORREADINGANDWRITINGINPRE-SCHOOLPERIOD: TEACHERS’ VIEWPOINTS ON CLASSROOM ENVIRONMENT AND PRACTICE. IOJET, Cilt: 8 - Sayı: 1, 432–453. https://ajindex.com/articles/493442

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Kaynakça (11)

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  2. Aram, D., & Levin, I. (2002). Mother-Child Joint Writing and Storybook Reading: Relations With Literacy Among Low SES Kindergartners. Merrill-Palmer Quarterly, 48(2), 202–224. https://doi.org/10.1353/mpq.2002.0005
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  5. Bay, D. N. (2008). Ana sınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin yeterlilik algılarınınbelirlenmesi [Determining sufficiency of kindergarden teachers regarding as preparation studies of reading writing]. Unpublished master thesis, Gazi University, Ankara.
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  7. Morpa Publishing. Bayraktar, V., & Temel, F. (2014). Okuma-yazmaya hazırlık eğitim programı’nın çocukların okuma-yazma becerilerine etkisi [The Effect of the Program of Readiness Education on the Skills on Reading-Writing Skills]. Hacettepe University Journal of Education, 29(3), 08–22.
  8. Bindman, S. W., Skibbe, L. E., Hindman, A. H., Aram, D., & Morrison, F. J. (2014). Parental writing support and pre-schoolers’ early literacy, language, and fine motor skills. Early Childhood Research Quarterly, 29(4), 614–624. https://doi.org/https://doi.org/10.1016/j.ecresq.2014.07.002
  9. Bingham, G. E., Quinn, M. F., & Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35–46. https://doi.org/10.1016/j.ecresq.2017.01.002
  10. Bingham, G. E., Quinn, M. F., McRoy, K., Zhang, X., & Gerde, H. K. (2018). Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences. Early Childhood Education Journal, 46(6), 601–611. https://doi.org/10.1007/s10643-018-0894-x,
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