AİLE TEMELLİ DİL BECERİLERİNİ GÜÇLENDİRME PROGRAMI GELİŞTİRME

Year 2025, Issue: AİLE YILI ÖZEL SAYISI, 481 - 519, 30.10.2025

Mehmet Arif Bozan , Prof. Dr. Rahime Nükhet Çıkrıkçı

https://doi.org/10.14520/adyusbd.1738454

Abstract

Bu çalışmanın amacı, aile katılımının çocukların dil gelişimini nasıl etkilediğini araştırmaktır. Bu bağlamda, “Aile Temelli Dil Becerilerini Güçlendirme Programı” [ATDGP] oluşturulmuştur. Karma araştırma yaklaşımıyla yürütülen bu çalışmaya üçüncü sınıf seviyesinde eğitim gören 7 öğrenci ve aileleri katılmıştır. Ön test ve son test olarak öğrencilerin Türkçe becerilerini belirlemek amacıyla sınavı yapılmıştır. Ön test uygulamasının ardından 50 günlük uygulama süresi boyunca çevrim içi toplantılar aracılığıyla ailelere onar günlük etkinlik programları dağıtılmıştır. 10 gün sonrasında ailelerle bir araya gelinerek on günlük süreç değerlendirilmiştir. Program, etkileşimli sesli kitap okuma, müze ve park ziyaretleri ve ailelerin ve çocukların günlük tutmalarını teşvik etme gibi dil gelişimine yönelik etkinlikleri içermektedir. Çalışma, çocukların dil becerilerinin gelişmesinin yanı sıra, sağlıklı ebeveyn-çocuk ilişkisi ve çocukların okuma alışkanlıkları edinmesi gibi özelliklerde de faydalar olduğunu ortaya koymuştur. ATDGP'nin çocukların dil becerilerinin gelişiminde etkili olduğu sonucuna varılmıştır. Bu sonuçlara paralel olarak, hem araştırmacılar hem de aileler için öneriler sunulmuştur.

Keywords

Aile okuryazarlığı , aile etkinlikleri , dil becerileri , ilkokul

DEVELOPING A FAMILY-BASED LANGUAGE SKILLS STRENGTHENING PROGRAM

Abstract

The purpose of this study was to investigate how family engagement influences children's language development. To accomplish this, a "Family-Based Language Skills Strengthening Program" [FBSLP] was created. The mixed-method study included seven third-grade students and their families. Before beginning the program, a language skills exam was conducted as a pre-test and post-test, and then ten-day activity schedules were distributed to families via online meetings during the 50-day implementation period. After 10 days, the families evaluated the method. The program includes language-development activities including interactive read-aloud books, museum and park visits, and encouragement for families and children to create journals. The study found that, in addition to improving children's language skills, there were benefits in attributes such as healthy parent-child relationship and children's acquisition of reading habits. It was concluded that FBSLP is effective in the development of children's language skills. In line with these results, recommendations are presented for both researchers and families.

Keywords

Family literacy , primary school , language skills , family activities

References

• Anderson, J., Anderson, A., Friedrich, N., ve diğerleri. (2010). Taking stock of family literacy: Some contemporary perspectives. Journal of Early Childhood Literacy, 10(1), 33–53.
• Bae, D. ve Wickrama, K. A. S. (2014). Family socioeconomic status and academic achievement among Korean adolescents. The Journal of Early Adolescence, 35(7), 1014–1038. https://doi.org/10.1177/0272431614549627
• Baker, C. E. (2013). Fathers’ and mothers’ home literacy involvement and children’s cognitive and social emotional development: Implications for family literacy programs. Applied Developmental Science, 17(4), 184–197.
• Breeze, R. ve Halbach, A. (2023). Families, language, and equal opportunities: Identifying good practices in family literacy projects. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01469-9
• Britto, P. R. ve Brooks-Gunn, J. (2001). The role of family literacy environments in promoting young children’s emerging literacy skills: Concluding comments. New Directions for Child and Adolescent Development, 92, 91–99.
• Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. Bus, A. G., van Ijzendoorn, M. H. ve Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21.
• Çetinkaya, S. (2024). Ev okuryazarlık etkinliklerine aile katılımı ölçeğinin geliştirilmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 13(1), 120-133. https://doi.org/10.30703/cije.1325391
• Champion, T., Hyter, Y., McCabe, A., ve Bland-Stewart, L. (2003). A matter of vocabulary: Performance of low-income African American Head Start children on the Peabody Picture Vocabulary Test-III.
• Chohan, B. I. ve Khan, R. M. (2010). Impact of parental support on the academic performance and self concept of the student. Journal of Research and Reflections in Education, 4(1), 14–26.
• Chomsky, N. (2012). Democracy and education. *Counterpoints, 422, 55–70. http://www.jstor.org/stable/42981754
• Crawford, P. A. ve Zygouris-Coe, V. (2006). All in the family: Connecting home and school with family literacy. Early Childhood Education Journal, 33, 261–267. https://doi.org/10.1007/s10643-005-0047-x
• Creswell, J. W. (2021). A concise introduction to mixed methods research. Sage Publications.
• Dean, J. C., Hailey, H., Moore, S. J., Lloyd, D. J., Turnpenny, P. D. ve Little, J. (2002). Long term health and neurodevelopment in children exposed to antiepileptic drugs before birth. Journal of Medical Genetics, 39(4), 251–259.
• Dodici, B. J., Draper, C. D. ve Peterson, C. A. (2003). Early parent–child interactions and early literacy development. Topics in Early Childhood Special Education, 23(3), 124–136.
• Epstein, J. L. ve Sheldon, S. B. (2006). Moving forward: Ideas for research on school-family and community partnerships. In C. F. Conrad ve R. S. Serlin (Ed.), Sage handbook for research in education: Engaging ideas and enriching inquiry (ss. 116–137). Sage Publications. https://doi.org/10.4135/9781412976039
• Georgiou, G., Inoue, T. ve Parrila, R. (2021). Developmental relations between home literacy environment, reading interest, and reading skills: Evidence from a 3-year longitudinal study. Child Development. https://doi.org/10.1111/cdev.13589
• Gönen, M., Yıldız, E., Bilgen, Z., Türe Köse, H. B. (2022). Okul öncesi dönem çocuğu olan ebeveynlerin okuryazarlık durumları: Karma yöntem çalışması. Ana Dili Eğitimi Dergisi, 10(1), 32-59. https://doi.org/10.16916/aded.1003135
• Hannon, P. (1999). Rhetoric and research in family literacy. British Educational Research Journal, 26, 121–138.
• Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M. ve Jones, K. P. (2001). Parent involvement in homework. Educational Psychologist, 36, 195–209.
• Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M. ve Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236–248.
• Ion, I. E., Lupu, R. ve Nicolae, E. (2022). Academic achievement and professional aspirations: Between the impacts of family, self-efficacy and school counselling. Journal of Family Studies, 28(2), 587–610. https://doi.org/10.1080/13229400.2020.1746685
• Kağıtçıbaşı, Ç., Sunar, D., Bekman, S., Baydar, N. ve Cemalcılar, Z. (2009). Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later. Journal of Applied Developmental Psychology, 30, 764–779. https://doi.org/10.1016/j.appdev.2009.05.003
• Krashen, S. D. (1973). Lateralization, language learning, and the critical period: Some new evidence. Language Learning, 23(2), 297. https://doi.org/10.1111/j.1467-1770.1973.tb00665.x
• Kuo, N. (2016). Promoting family literacy through the five pillars of family and community engagement (FACE). School Community Journal, 46(1), 199–222.
• Kusleika, L. (2014). Understanding children’s early literacy development: The nature and role of parental support (Yayımlanmamış yüksek lisans tezi). University of Victoria, Kanada.
• lam, S. F., Chow-yeung, K., Wong, B. P., lau, K. K., ve Tse, S. I. (2013). Involving parents in paired reading with preschoolers: results from a randomized controlled trial. Contemporary Educational Psychology, 38, 126–135.
• Lenneberg, E. H. (1967). The biological foundations of language. Hospital Practice, 2(12), 59- 67. https://doi.org/10.1002/bs.3830130610
• Liew, J., Gonzalez, J.E. (2023). Introduction to the Book. In: Gonzalez, J.E., Liew, J., Curtis, G.A., Zou, Y. (Ed.) Family Literacy Practices in Asian and Latinx Families. Critical Cultural Studies of Childhood. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-14470-7_1
• Malmeer, E., ve Assadi, N. (2013). Language production and comprehension: The effect of pre-school aged siblings on toddlers language development. Theory and Practice in Language Studies 3(7), 1226-1231.
• McGee, Lea M. ve Judith A. Schickedanz. 2007. Repeated interactive read‐alouds in preschool and kindergarten. The Reading Teacher 60(8). 742–751. https://doi.org/10.1598/RT.60.8.4
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
• Morrow, L. M. (1990). Assessing children’s understanding of story through their construction and reconstruction of narrative. L. M. Morrow ve J. K. Smith (Ed.), Assessment for instruction in early literacy (ss. 110–133). Prentice Hall
• Pancsofar, N., Vernon-Feagans, L., The Family Life Project Investigators. (2010). Fathers’ early contributions to children’s language development in families from low-income rural communities. Early Childhood Research Quarterly, 25, 450–463.
• Richman, W. A. ve Columbo, J. (2007). Joint book reading in the second year and vocabulary outcomes. Journal of Research in Childhood Education, 21(3), 242–253.
• Robinson, S. R., Kleven, G. A. ve Johnson, S. (2005). Learning to move before birth. Prenatal Development of Postnatal Function, 2, 131- 175.
• Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762–1774.
• Saracho, O. N. (2002) Family literacy: Exploring family practices. Early Child Development and Care, 172(2), 113-122. https://doi.org/10.1080/03004430210886
• Schochet, O. N., Johnson, A. D. ve Ryan, R. M. (2020). The relationship between increases in lowincome mothers’ education and children’s early outcomes: Variation by developmental stage and domain. Children and Youth Services Review, 109, 104705. https://doi.org/10.1016/j.childyouth. 2019.104705
• Scott, S., Sylva, k., doolan, M., Price, J., Jacobs, B., Crook, C. ve landau, S. (2010). randomised controlled trial of parent groups for child antisocial behaviour targeting multiple risk factors: The SPOkeS project. Journal of Child Psychology and Psychiatry, 51, 48–57.
• Senechal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123–138. https://doi.org/10.1017/S0305000996003005.
• Shen, Y. ve Del Tufo, S. N. (2022). Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy. Early Childhood Research Quarterly, 59(2022). https://doi.org/10.1016/j.ecresq.2021.12.003.
• Sönmez, M., Özden, B. ve Çetinkaya, F. Ç. (2024). Aile okuryazarlığı programı ile ebeveynlerin okuma kültürü oluşturma yeterliliklerinin geliştirilmesi. Türkiye Eğitim Dergisi, 9(2), 306-316. https://doi.org/10.54979/turkegitimdergisi.1567162
• Swain, J., Brooks, G., ve Bosley, S. (2014). The benefts of family literacy provision for parents in England. Journal of Early Childhood Research, 12(1), 77–91.
• Sylva, K., Scott, S., Totsika, V., Ereky-Stevens, K. ve Crook, C. (2008). Training parents to help their children read: A randomized control trial. British Journal of Educational Psychology, 78, 435–455.
• Taylor, D. (1998). Family literacy: Young children learning to read and write. Heinemann
• Timmons, K. ve Pelletier, J. (2014). Understanding the importance of parent learning in a school-based family literacy programme. Journal of Early Childhood Literacy 14(3), 1-23.
• Trask, R. L. (1999). Key concepts in language and linguistics. Routledge.
• Vacca, R.T. ve Vacca, J.L. (2000) Reading and learning to read. Longman
• Vygotsky, L. (1978). Mind in society. Harvard University Press.
• Yılmaz Hiğde, A. ve Baştuğ, M. (2021). Aile okuryazarlığı kavramına kuramsal bir bakış. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 89-109.