Opinions and Practices of Pre-School Teachers on Print Awareness Skills
Abstract
The aim of this research is to examine the knowledge and practices of preschool teachers on print awareness of children. The study group of this research consisted of 36 preschool teachers. Data of this study was collected through a semi-structured interview form prepared by the researcher. Data were analyzed with content analysis and descriptive analysis. According to teachers’ opinions, among the skills and/or behaviours that improve children’s print awareness, majority in top three are holding pencil, paying attention, holding/using/cutting scissors. It has been observed that books and visual materials are in the first two rank in terms of materials that can develop children’s print awareness. In terms of practice that teachers did in their first encounters with children, preparing name badges, doing phonological studies, reading books and writing children’s names on cabinets, things were top four rankings for the majority. Practices related to name awareness, phonology awareness and reading books constituted the majority of in class, it was determined that they stated that as a general opinion there were no practices for print awareness outside the classroom. According to the general opinions of the teachers it was determined that no special arrangements were made in educational environment and the practices were removed after they were implemented. Observation, asking questions and repetition practices are among some of the practices carried out in evaluation; as a result of the evaluation it was revealed that teachers mostly stated that the practices were done/made to be done with the support of the family.
Keywords
Early literacy , print awareness , early childhood , teacher
References
- Akbaba Altun, S., Şimşek Çetin, Ö., & Bay, D.N. (2014). Okuma yazmaya hazırlık çalışmalarına yönelik öğretmen görüşleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(1), 244-263. https://doi.org/10.12780/UUSBD281
- Altınkaynak, Ş.Ö. (2019). The effect of interactive book reading activities on children’s print and phonemic awareness skills. International Journal Of Progressive Education, 15(1), 88-99. https://doi.org/10.29329/ijpe.2019.184.6
- Av, A., & Prema, K.S. (2018). Exploring the relationship between letter knowlwdge and environmental print recognition in English language learners. Journal of Second and Multiple Language Acquistion, 6 (1), 19-34.
- Başaran, S., Gökmen, B.,& Akdağ, B. (2014). Okul öncesi öğrencilerinin okula uyum sürecinde öğretmenlerin karşılaştığı sorunlar ve çözüm önerileri. Uluslararası Türk Eğitim Bilimleri Dergisi, 2 (2), 197-223.
- Baştuğ, M., & Hiğde, A.Y. (2021). İlkokul dönemi, temel özellikleri, ilkokul 1. sınıf programı. Ö. Polat (Ed.), Adım adım ilkokula başlamak okula uyum ve erken okuryazarlık eğitimi içinde (ss. 83-107). Anı Yayıncılık.
- Bayraktar, V. (2018). Okul öncesi dönemdeki çocukların yazı farkındalığı becerilerinin gelişiminde etkileşimli kitap okumanın önemi. Çocuk ve Gelişim Dergisi, 1(1), 31-41. https://doi.org/10.36731/cg.418408
- Benli, F.Ö., Demir, B.N., & Bay, D.N. (2022). Okul öncesi eğitimde yazı farkındalığına yönelik öğretmenlerin sınıfta yaptıkları çalışmaların incelenmesi. Disiplinlerarası Eğitim Araştırmaları Dergisi, 6 (13), 305-327. DOI: 10.57135/jier.1143046
- Berk, L. (2013). Bebekler ve çocuklar doğum öncesinden orta çocukluğa. (Çev.Ed. N. Işıkoğlu Erdoğan). Nobel Akademik.
- Clark, P., & Kragler, S. (2005) The impact of including writing materials in early childhood classrooms on the early literacy development of children from low‐income families. Early Child Development and Care, 175 (4), 285-301. https://doi.org/10.1080/0300443042000266295
- Coşkun, L., & Deniz, Ü. (2017). Okul öncesi öğretmenlerinin çocukların okuma yazmaya hazırlık becerilerini desteklemeye yönelik uygulamaları (Teksas Eyaleti Örneği). Türkiye Sosyal Araştırmalar Dergisi, 21 (1), 233-260.