The Use of Wordless Books by Preschool Teachers: A Case Study

Abstract

The present study aimed to investigate the views of preschool teachers on wordless books, and the use of wordless books by preschool teachers. The study method was explanatory case study, a qualitative research method. The study group was assigned with criterion sampling method, a purposive sampling method, and included eight preschool teachers. Data were collected with semi-structured interviews and document review. Content analysis was employed to analyze the study data. It was determined that the teachers generally described wordless books as a subjective process that included visuals, which led to the development of various stories. Furthermore, it was determined that wordless books supported language, cognitive, social, and emotional development of the children, and were easy to use by the children. It was observed that the teachers employed wordless books mostly in the classroom and in art and Turkish language activities, and instructed them with the interactive book reading method. It was concluded that the method was not included in the activity plans, and open-ended and 5W1H questions were mostly included in the process. It was determined that teacher competencies were important for the effective use of wordless books. The findings are discussed based on the literature, and recommendations are presented.

Keywords

• Wordless books
• preschool teachers
• preschool period
• children
• practice

Okul Öncesi Öğretmenlerinin Sessiz Kitap Kullanımı: Bir Durum Çalışması

Abstract

The present study aimed to investigate the views of preschool teachers on wordless books, and the use of wordless books by preschool teachers. The study method was explanatory case study, a qualitative research method. The study group was assigned with criterion sampling method, a purposive sampling method, and included eight preschool teachers. Data were collected with semi-structured interviews and document review. Content analysis was employed to analyze the study data. It was determined that the teachers generally described wordless books as a subjective process that included visuals, which led to the development of various stories. Furthermore, it was determined that wordless books supported language, cognitive, social, and emotional development of the children, and were easy to use by the children. It was observed that the teachers employed wordless books mostly in the classroom and in art and Turkish language activities, and instructed them with the interactive book reading method. It was concluded that the method was not included in the activity plans, and open-ended and 5W1H questions were mostly included in the process. It was determined that teacher competencies were important for the effective use of wordless books. The findings are discussed based on the literature, and recommendations are presented.

Keywords

• Sessiz kitaplar
• okul öncesi öğretmenleri
• okul öncesi dönem
• çocuk edebiyatı
• uygulama

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