Print Awareness Skills and Home Literacy Environment of Turkish Preschoolers

Year 2019, Volume: 34 Issue: 1, 90 - 105, 31.01.2019

Gözde Akoğlu Çiğdem Kızılöz

https://doi.org/10.16986/HUJE.2018040772

Abstract

In the literature, the
importance of early literacy experiences provided at home by parents to the
development of early literacy skills is often expressed. Therefore, the study
was aimed at identifying the possible relationships between home early literacy
experiences and children’s print awareness skills. The participants of the
study comprised of 60 preschool children (48-68 months) whose native language
is Turkish. The Home Early Literacy Environment Questionnaire (HLEQ) used for
the assessment of home literacy skills were conveyed to the parents by the
preschool teachers. The Early Childhood Print Awareness Checklist used for the
assessment of children’s print awareness skills were individually administered
to each child. The results displayed a variation in early literacy skills
within 48-68 months and indicated that variables pertaining to “writing” might
have been effective in this variation. Another
prominent finding was that demographic variables such as parental education and
frequency of participation in social activities, as well as, most of the HLEQ
variables correlated with each other at varying strengths. Similar studies
specific to the Turkish language should be conducted in order to identify
various predictors of both home literacy skills and print awareness. The study
results were discussed in light of the existing literature.

Keywords

Home literacy, print awareness, early literacy

Okul Öncesi Dönem Türk Çocuklarda Yazı Farkındalığı Becerileri ve Ev Okuryazarlık Ortamı

Abstract

Alanyazında,
erken okuryazarlık becerilerinin gelişiminde ev ortamında ebeveynler tarafından
sunulan erken okuryazarlık deneyimlerinin önemli olduğu sıkça ifade
edilmektedir. Yapılan araştırmada, ev ortamında sağlanan erken okuryazarlık
deneyimlerinin çocukların yazı farkındalığı becerileri ile olası ilişkilerinin
belirlenmesi amaçlanmaktadır. Araştırmanın katılımcılarını ana dili Türkçe olan
ve okul öncesi eğitim almakta olan 60 çocuk (48-68 aylık) oluşturmaktadır. Ev
ortamında sağlanan erken okuryazarlık deneyimlerimi değerlendirmek amacıyla
kullanılan Ev Erken Okuryazarlık Ortamı Ölçeği (EVOK) okul öncesi öğretmenleri
tarafından ailelere iletilmiştir. Çocukların yazı farkındalığı becerilerini
değerlendirmek amacıyla kullanılan Erken Çocukluk Dönemi Yazı Farkındalığı
Kontrol Listesi ise araştırmacılar tarafından tüm çocuklara bireysel olarak
uygulanmıştır. Sonuçlar, erken okuryazarlık becerilerinin 48-68 ay arasında bir
değişim gösterdiğini ortaya koymuş, var olan değişimde ev ortamında sağlanan
erken okuryazarlık becerilerinden “yazma” becerileri ile ilgili değişkenlerin
etkili olabileceğini göstermiştir. Sosyal etkinliklere katılım sıklığı ve anne
ve baba eğitim düzeyi gibi demografik değişkenler ile ev ortamında sağlanan
erken okuryazarlık deneyimlerinin çoğunun birbirleri ile farklı düzeylerde
ilişkili bulunması da dikkat çeken noktalar arasında yer almıştır. Dilimize
özgü benzer çalışmaların yapılması ile gerek erken okuryazarlık becerilerinin,
gerek bu beceriler arasında önemli yer tutan yazı farkındalığı becerilerinin
farklı yordayıcılarının ortaya konulması mümkün olabilecektir. Araştırmadan
elde edilen sonuçlar alanyazın bulguları ışığında tartışılmıştır.

Keywords

Ev okuryazarlık ortamı, yazı farkındalığı, erken okuryazarlık

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