Review
BibTex RIS Cite
Year 2023, , 855 - 865, 31.12.2023
https://doi.org/10.31681/jetol.1330790

Abstract

References

  • Adams, M.J. (1990). Learning to read: Thinking and learning about print MIT Press, Cambridge, MA (1990)
  • Alsadoon, H. (2020). Obstacles to Using E-Books in Higher Education. International Journal of Education and Literacy Studies, 8(2), 44-53.
  • Anuradha, K.T. & Usha, H.S. (2006), "E‐books access models: an analytical comparative study", The Electronic Library, 24 (5), pp. 662-679, https://doi.org/10.1108/02640470610707268
  • Aral, N., Kandır, A. & Yaşar, M. C. (2003). Okul Öncesi Eğitimi 1, İstanbul: YAPA Yayınları.
  • Bailey, K.D. (1994). Methods of Social Research (4th ed.). The Free Press.
  • Bers, M. U. (2008). Blocks, robots and computers: Learning about technology in early childhood. New York: Teacher’s College Press.
  • Boyle, S. A. , McNaughton, D., & Chapin, S. E. (2019). Effects of shared reading on the early language and literacy skills of children with autism spectrum disorders: A systematic review. Focus on Autism and Other Developmental Disabilities, 34(4), 205–214. https://doi.org/10.1177/1088357619838276
  • Bowen, G. A. (2009). Document analysis as a qualitative research method, Qualitative Research Journal, 9 (2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Bozkurt, A. & Bozkaya, M. (2013). Açık bir öğrenme malzemesi olarak etkileşimli e-kitap hazırlama adımları. Eğitimde Politika Analizi Dergisi, 2(2), 8-20
  • Bozkurt Yükçü, Ş., İzoğlu Tok, A. & Bencik Kangal, S. (2019). Çocuk edebiyatının geldiği son nokta:Okul öncesi dönem resimli e-kitaplara gelişimsel bir bakış. Erken Çocukluk Çalışmaları Dergisi, 3(1), 139-164. https://doi.org/10.24130/eccd-jecs.1967201931
  • Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97. doi:10.1016/j.dr.2014.12.004
  • Chera, P., & Wood, C. (2003). Animated multimedia ‘talking books’can promote phonological awareness in children beginning to read. Learning and Instruction, 13, 33–52. Retrieved June 21, 2023, from: http://www.sciencedirect.com/science/article/pii/S0959475201000354.
  • Flack, Z. M., Field, A. P., & Horst, J. S. (2018). The efects of shared storybook reading on word learning: A meta-analysis. Developmental Psychology, 54(7), 1334–1346. https://doi.org/10.1037/dev00 00512.
  • Gönen, M. & Veziroğlu, M. (2015). Çocuk Edebiyatının Genel Hedefleri.
  • Haden, C., Reese, E., & Fivush, R. (1996). Mother’s extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21, 135-169. https://doi.org/10.1080/01638539609544953
  • Hunt, P. (1999). Understanding Children’s Literature. London: Routledge.
  • Johnson, R. B., & Christensen, L. B. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Boston, MA: Allyn and Bacon.
  • Justice, L. M. , Meier, J. , & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36(1), 17–32. https://doi.org/10.1044/0161-1461(2005/003)
  • Lebert, M. (2009). A Short History of eBooks. NEF, University of Toronto. iactionbooks (30.10.2012). Meet the Insects: Forest Edition- Video Guide [video dosyası]. Erişim: 17.07.2023, https://www.youtube.com/watch?v=WZUOLbd61y0
  • Lonigan, C. J., Schatschneider, C., Westberg, L., & The National Early Literacy Panel (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In National Early Literacy Panel (Ed.). Developing early literacy: A scientific synthesis of early literacy development and implications for intervention (pp. 55–105). Jessups, ML: National Institute for Literacy & The Partnership for Reading.
  • Mayer, R E. (2005). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). Cambridge, UK: Cambridge University Press.
  • Morrow, L.M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76, 221-230. https://doi.org/ 10.1080/00220671.1983.10885455
  • Patton, M.Q. (1987). How to use qualitative methods in evaluation. Sage.
  • Perels, F., Merget-Kullmann, M., Wende, M., Schmitz, B. & Buchbinder, C. (2009). Improving self-regulated learning of preschool children: Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79(2), 311–327. https://doi.org/10.1348/000709908X322875
  • Prensky, M. (2001, 9). Digital natives, digital immigrants. On The Horizon, 9(5), 1-6.
  • Radesky, J. S., Schumacher, J., & Zuckerman, B. (2014). Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown. Pediatrics, 135(1), 1–3. doi:10.1542/peds.2014-2251
  • Seçim, E. S. & Gönen, M. (2022). Investigation of the Reading Motivations of Preschool Children: A MultipleRegression Study. OPUS–Journal of Society Research, 19(49),712-726. https://doi.org/10.26466/opusjsr.1181222
  • Sénéchal, M., & LeFevere, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445-460. https://doi.org/10.1111/1467-8624.00417
  • Shamir A.& Baruch D. (2012). Educational e-books: a support for vocabulary and early math for children at risk for learning disabilities. Education Media International Journal Appl Psychoanalitic Studies. 49:33–47.
  • Strouse, G. A., Newland, L. A., Mourlam, D. J. (2019). Educational and fun? Parent vs preschooler perceptions and co-use of digital and print media. AERA Open, 5(3). Special Issue: Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia. https://doi.org/10.1177/2332858419861085
  • Sylvia, K., Chan, L. S., Melhuish, E., Sammons, P., Sıraj-Blatchford & I., Taggard, B. (2011). Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development.
  • Şahin, Z. & Yıldız Durak, H. (2023). Examination of the effects of digital story applications on digital parenting and technology usage attitudes. Instructional Technology and Lifelong Learning, 4(1), 15-47. https://doi.org/10.52911/itall.1251214
  • Neuman S. B. & Dickinson D. K. (Ed.). Handbook of Early Literacy Research, 3, (s.97-117). New York: Guilford Press
  • Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technologyenhanced storybooks: A meta-analysis. Review of Educational Research, 85, 698–739. doi:10.3102%2F0034654314566989
  • Trussell, J. W. , Hasko, J. , Kane, J. , Amari, B. , & Brusehaber, A. (2018). Interactive storybook reading instruction for preschoolers who are deaf and hard of hearing: A multiple probe across behaviors analysis. Language, Speech, and Hearing Services in Schools, 49(4), 922–937. https://doi.org/10.1044/2018_LSHSS-17-0085
  • Wells, G. (1985). Preschool literacy-related activities and success in school, Literacy, language, and learning, Cambridge University Press, Cambridge, England, 229-255
  • Yıldırım, A. & Şimşek, H. (2018). Nitel araştırma yöntemleri (11. baskı). Seçkin Akademik ve Mesleki Yayınlar.

Literature Review: Digital Books in Preschool Period

Year 2023, , 855 - 865, 31.12.2023
https://doi.org/10.31681/jetol.1330790

Abstract

In literature, the new generation of children who become exposed to a digital world are referred to as digital natives. This generation, which knows about touch screens, sensor lights, and programmed fixtures that produce water when they connect, grows up with the abilities to utilize electronic gadgets since the beginning of their life. Over time, numerous daily actions are transferred to the digital environment in order to satisfy their desires and needs. Children can now play games in front of a screen, as opposed to playing games with their friends mostly outside, in parks, or on the streets. One of the significant instances of this present circumstance are advanced picture story books. There are many examinations about the constructive outcomes of printed picture books on preschoolers’ language, mental, social and profound improvement in youth. This situation can be explained in part by the fact that printed books have been around for a very long time. There hasn't been a comprehensive survey study on digital children's books in the literature. As a result, it is now imperative that postgraduate thesis studies on digital books for preschoolers in Turkey need to be examined. A total of 265 thesis studies, which were accessed using the keywords of digital children's books, electronic children's books, electronic books, children's picture books, were examined and accessed through the https://tez.yok.gov.tr/UlusalTezMerkezi/ site, which allows postgraduate thesis and dissertations to be stored and scanned. Studies on digital books that focus on preschool children are separated. A systematic content analysis of 12 disaggregated postgraduate thesis studies was carried out under the headings of publication year, department, type of thesis and dissertations, sample group, research purpose and method. As a result of the research, it was revealed that the first thesis work on the subject was done in 2012. When the types of theses were examined, 5 doctoral level thesis studies and 7 master's level thesis studies were reached. When the sample groups were examined, it was concluded that the distribution of girls and boys was balanced. However, no study was found involving children with disabilities and families with preschool children. While there are 6 thesis studies in the Visual Arts Department, it turns out that there are 4 studies in the Preschool Department, and one study in the fields of Psychology and Computer Instructional Technologies. Due to the limited number of studies on the subject, it is recommended to develop them in terms of quality and quantity. Children with disabilities can be included in the studies. In addition, the subject can be investigated in depth by using the triangulation data collection method, which includes families, teachers and children.

References

  • Adams, M.J. (1990). Learning to read: Thinking and learning about print MIT Press, Cambridge, MA (1990)
  • Alsadoon, H. (2020). Obstacles to Using E-Books in Higher Education. International Journal of Education and Literacy Studies, 8(2), 44-53.
  • Anuradha, K.T. & Usha, H.S. (2006), "E‐books access models: an analytical comparative study", The Electronic Library, 24 (5), pp. 662-679, https://doi.org/10.1108/02640470610707268
  • Aral, N., Kandır, A. & Yaşar, M. C. (2003). Okul Öncesi Eğitimi 1, İstanbul: YAPA Yayınları.
  • Bailey, K.D. (1994). Methods of Social Research (4th ed.). The Free Press.
  • Bers, M. U. (2008). Blocks, robots and computers: Learning about technology in early childhood. New York: Teacher’s College Press.
  • Boyle, S. A. , McNaughton, D., & Chapin, S. E. (2019). Effects of shared reading on the early language and literacy skills of children with autism spectrum disorders: A systematic review. Focus on Autism and Other Developmental Disabilities, 34(4), 205–214. https://doi.org/10.1177/1088357619838276
  • Bowen, G. A. (2009). Document analysis as a qualitative research method, Qualitative Research Journal, 9 (2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Bozkurt, A. & Bozkaya, M. (2013). Açık bir öğrenme malzemesi olarak etkileşimli e-kitap hazırlama adımları. Eğitimde Politika Analizi Dergisi, 2(2), 8-20
  • Bozkurt Yükçü, Ş., İzoğlu Tok, A. & Bencik Kangal, S. (2019). Çocuk edebiyatının geldiği son nokta:Okul öncesi dönem resimli e-kitaplara gelişimsel bir bakış. Erken Çocukluk Çalışmaları Dergisi, 3(1), 139-164. https://doi.org/10.24130/eccd-jecs.1967201931
  • Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97. doi:10.1016/j.dr.2014.12.004
  • Chera, P., & Wood, C. (2003). Animated multimedia ‘talking books’can promote phonological awareness in children beginning to read. Learning and Instruction, 13, 33–52. Retrieved June 21, 2023, from: http://www.sciencedirect.com/science/article/pii/S0959475201000354.
  • Flack, Z. M., Field, A. P., & Horst, J. S. (2018). The efects of shared storybook reading on word learning: A meta-analysis. Developmental Psychology, 54(7), 1334–1346. https://doi.org/10.1037/dev00 00512.
  • Gönen, M. & Veziroğlu, M. (2015). Çocuk Edebiyatının Genel Hedefleri.
  • Haden, C., Reese, E., & Fivush, R. (1996). Mother’s extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21, 135-169. https://doi.org/10.1080/01638539609544953
  • Hunt, P. (1999). Understanding Children’s Literature. London: Routledge.
  • Johnson, R. B., & Christensen, L. B. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Boston, MA: Allyn and Bacon.
  • Justice, L. M. , Meier, J. , & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36(1), 17–32. https://doi.org/10.1044/0161-1461(2005/003)
  • Lebert, M. (2009). A Short History of eBooks. NEF, University of Toronto. iactionbooks (30.10.2012). Meet the Insects: Forest Edition- Video Guide [video dosyası]. Erişim: 17.07.2023, https://www.youtube.com/watch?v=WZUOLbd61y0
  • Lonigan, C. J., Schatschneider, C., Westberg, L., & The National Early Literacy Panel (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In National Early Literacy Panel (Ed.). Developing early literacy: A scientific synthesis of early literacy development and implications for intervention (pp. 55–105). Jessups, ML: National Institute for Literacy & The Partnership for Reading.
  • Mayer, R E. (2005). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). Cambridge, UK: Cambridge University Press.
  • Morrow, L.M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76, 221-230. https://doi.org/ 10.1080/00220671.1983.10885455
  • Patton, M.Q. (1987). How to use qualitative methods in evaluation. Sage.
  • Perels, F., Merget-Kullmann, M., Wende, M., Schmitz, B. & Buchbinder, C. (2009). Improving self-regulated learning of preschool children: Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79(2), 311–327. https://doi.org/10.1348/000709908X322875
  • Prensky, M. (2001, 9). Digital natives, digital immigrants. On The Horizon, 9(5), 1-6.
  • Radesky, J. S., Schumacher, J., & Zuckerman, B. (2014). Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown. Pediatrics, 135(1), 1–3. doi:10.1542/peds.2014-2251
  • Seçim, E. S. & Gönen, M. (2022). Investigation of the Reading Motivations of Preschool Children: A MultipleRegression Study. OPUS–Journal of Society Research, 19(49),712-726. https://doi.org/10.26466/opusjsr.1181222
  • Sénéchal, M., & LeFevere, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445-460. https://doi.org/10.1111/1467-8624.00417
  • Shamir A.& Baruch D. (2012). Educational e-books: a support for vocabulary and early math for children at risk for learning disabilities. Education Media International Journal Appl Psychoanalitic Studies. 49:33–47.
  • Strouse, G. A., Newland, L. A., Mourlam, D. J. (2019). Educational and fun? Parent vs preschooler perceptions and co-use of digital and print media. AERA Open, 5(3). Special Issue: Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia. https://doi.org/10.1177/2332858419861085
  • Sylvia, K., Chan, L. S., Melhuish, E., Sammons, P., Sıraj-Blatchford & I., Taggard, B. (2011). Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development.
  • Şahin, Z. & Yıldız Durak, H. (2023). Examination of the effects of digital story applications on digital parenting and technology usage attitudes. Instructional Technology and Lifelong Learning, 4(1), 15-47. https://doi.org/10.52911/itall.1251214
  • Neuman S. B. & Dickinson D. K. (Ed.). Handbook of Early Literacy Research, 3, (s.97-117). New York: Guilford Press
  • Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technologyenhanced storybooks: A meta-analysis. Review of Educational Research, 85, 698–739. doi:10.3102%2F0034654314566989
  • Trussell, J. W. , Hasko, J. , Kane, J. , Amari, B. , & Brusehaber, A. (2018). Interactive storybook reading instruction for preschoolers who are deaf and hard of hearing: A multiple probe across behaviors analysis. Language, Speech, and Hearing Services in Schools, 49(4), 922–937. https://doi.org/10.1044/2018_LSHSS-17-0085
  • Wells, G. (1985). Preschool literacy-related activities and success in school, Literacy, language, and learning, Cambridge University Press, Cambridge, England, 229-255
  • Yıldırım, A. & Şimşek, H. (2018). Nitel araştırma yöntemleri (11. baskı). Seçkin Akademik ve Mesleki Yayınlar.
There are 37 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ela Sümeyye Seçim 0000-0001-5277-4487

Evrim Toledo This is me 0009-0008-6583-0263

Publication Date December 31, 2023
Published in Issue Year 2023

Cite

APA Seçim, E. S., & Toledo, E. (2023). Literature Review: Digital Books in Preschool Period. Journal of Educational Technology and Online Learning, 6(4), 855-865. https://doi.org/10.31681/jetol.1330790


22029

JETOL is abstracted and indexed by ERIC - Education Resources Information Center.