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Okul öncesi çocuklarına yönelik Türk ve Amerikan resimli öykü kitaplarının kalite karşılaştırması

Year 2019, Volume: 1 Issue: 2, 1 - 10, 26.07.2019

Abstract

Bu çalışmada
Amerikan ve Türk resimli öykü kitapları bazı kalite özelliklerine göre
karşılaştırılmıştır. Erzincan, ve Amerika, Teksas’da bulunan 10 okul öncesi
eğitim kurumlarından toplanan toplam 50 adet resimli öykü kitabı yazarlar
tarafından incelenmiştir. Amerikan ve Türk resimli öykü kitapları ölçme aracı
ve yazarların ölçme aracındaki maddelere ilişkin kişisel değerlendirmeleri ile
analiz edilmiştir. İki ülkedeki resimli öykü kitaplarındaki kalite
özelliklerinin, ülkelerin sosyoekonomik yapısı ile bağlantılı olduğu belirlenmiş
ve resimli çocuk kitaplarının kalitesini okul ve evdeki eğitim ve okuma
uygulamalarıyla uyumlu hale getirmek için önerilerde bulunulmuştur. 

References

  • Al Otaiba, S. (2004). Weaving moral elements and research-based reading practices in inclusive classrooms using shared book reading techniques. Early Child Development and Care, 174(6), 575–589.
  • Anderson, J., Anderson, A., Shapiro, J., & Lynch, J (2001). Father’s and mothers’ book selection preference for their four-year-old children. Reading Horizons, 41, 189–210.
  • Burke, J., & Christensen, L (2012). Educational research: Quantitative, qualitative and mixed approaches. (4th. Ed.) Thousand Oaks: Sage.
  • Bus, A. G., & Van Ijzendoorn, M. H. (1988). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 59, 1262-1272.
  • Creswell, J. W. (2009) Research design: Qualitative, quantitative and mixed methods approaches (3rd. ed.), Sage Publications, Thousand Oaks.
  • Demircan, C. (2006) An investigation of the books in TUBITAK children library series according to their layout and content criteria. Mersin University Journal of the Faculty of Education, 2(1), 12-27.
  • Dwyer, J., & Neuman, S. B. (2008) Selecting books for children birth through four: A developmental approach. Early Childhood Educational Journal, 35, 489-494. doi 10.1007/s10643-008-0236-5.
  • Elia, I., van den Heuvel-Panhuizen, M., & Georgiou, A. (2010) The role of pictures in picture books on children’s cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 275-297.
  • Ergül, C, Akoğlu, G., Sarıca, A. D., Tufan, M. & Karaman, G. (2015). Examination of shared book reading activities in kindergartens based on “dialogic reading”. Mersin University Journal of the Faculty of Education, 11(3): 603-619. doi 10.17860/efd.88429
  • Ersoy, Ö, Avcı, N., & Turla, A (2007). Çocuklar için erken uyarıcı çevre [The early stimulative environment for children]. İstanbul: Morpa Publishing.
  • Fang, Z. (1996). Illustrations, text, and the child reader: What are pictures in children’s storybooks for? Reading Horizons, 37(2), 130-142.
  • Gönen, M. (1993). The examination of the qualities of fairy tales and storybooks used by kindergarten teachers for the five and six years old children. Türk Kütüphaneciliği,7(2), 83-88.
  • Hong, H. (1996). Effects of mathematics learning through children’s literature on math achievement and dispositional outcomes. Early Childhood Research Quarterly, 11, 477-494.
  • Jalongo, M. R. (2004). Young children and picture books (2nd. Ed.). National Association for the Education of Young Children, Washington DC.
  • Körükçü, Ö. (2012). An analysis of preschool education illustrated children’s books in terms of necessary qualities. Trakya University Journal of Social Sciences, 14(2), 243-254.
  • Ministry of National Education (2013) Part 6: Children’s picture books, MoNE, Ankara. Retrieved from https://tegm.meb.gov.tr/dosya/okuloncesi/Resimlicocukkitaplari0-36.pdf
  • Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296. doi 10.1037/a0021890.
  • Sénéchal, M., Cornell, E. H., & Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10, 317-337.
  • Sever, S. (2010). Çocuk ve edebiyat [Child and literature] (5th Ed.). İzmir: Tudem.
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.
  • Tuğrul, B., Metin Aslan, Ö., Ertürk, H. G., Özen Altınkaynak, Ş. (2014). Analysis of preschool teachers’ and six years old children’s views on play. İnönüUniversity Journal of the Faculty of Education, 15(1), 97-116. doi 10.17679/iuefd.05509
  • Uluğ, E and Bayraktar, A (2014) Determination of the required features of children’s picture books. Journal of Education and Future, 6, 25-42.
  • Ünlü Çetin, Ş, & Cir, Ö (2016) An analysis of children’s book from different cultures in terms of illustrations and visual features. Başkent University Journal of Education, 3(1): 1- 12.
  • Veziroğlu, M., & Gönen, M. (2012). Review of the eligibility of picture books to the acquisition of the preschool education program of the Ministry of National Education. Education and Science, 37(163): 226-238.

The quality comparison of Turkish and American picture storybooks for young children

Year 2019, Volume: 1 Issue: 2, 1 - 10, 26.07.2019

Abstract

In this study, the American and Turkish picture storybooks were
compared according to some quality
aspects. A total of fifty picture storybooks
collected from ten early childhood
education centers in Erzincan, Turkey, and
Texas, U.S. were analyzed by the authors.
The quality features of American and Turkish picture storybooks were analyzed
through a scale and personal accounts of the authors regarding the scale items.
It is revealed that the quality features in
picture story books across two countries were
interconnected with the socioeconomic structure of the countries and the
suggestions were provided to raise the quality of children’s picture books in
line with the educational and reading practices at school and home

References

  • Al Otaiba, S. (2004). Weaving moral elements and research-based reading practices in inclusive classrooms using shared book reading techniques. Early Child Development and Care, 174(6), 575–589.
  • Anderson, J., Anderson, A., Shapiro, J., & Lynch, J (2001). Father’s and mothers’ book selection preference for their four-year-old children. Reading Horizons, 41, 189–210.
  • Burke, J., & Christensen, L (2012). Educational research: Quantitative, qualitative and mixed approaches. (4th. Ed.) Thousand Oaks: Sage.
  • Bus, A. G., & Van Ijzendoorn, M. H. (1988). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 59, 1262-1272.
  • Creswell, J. W. (2009) Research design: Qualitative, quantitative and mixed methods approaches (3rd. ed.), Sage Publications, Thousand Oaks.
  • Demircan, C. (2006) An investigation of the books in TUBITAK children library series according to their layout and content criteria. Mersin University Journal of the Faculty of Education, 2(1), 12-27.
  • Dwyer, J., & Neuman, S. B. (2008) Selecting books for children birth through four: A developmental approach. Early Childhood Educational Journal, 35, 489-494. doi 10.1007/s10643-008-0236-5.
  • Elia, I., van den Heuvel-Panhuizen, M., & Georgiou, A. (2010) The role of pictures in picture books on children’s cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 275-297.
  • Ergül, C, Akoğlu, G., Sarıca, A. D., Tufan, M. & Karaman, G. (2015). Examination of shared book reading activities in kindergartens based on “dialogic reading”. Mersin University Journal of the Faculty of Education, 11(3): 603-619. doi 10.17860/efd.88429
  • Ersoy, Ö, Avcı, N., & Turla, A (2007). Çocuklar için erken uyarıcı çevre [The early stimulative environment for children]. İstanbul: Morpa Publishing.
  • Fang, Z. (1996). Illustrations, text, and the child reader: What are pictures in children’s storybooks for? Reading Horizons, 37(2), 130-142.
  • Gönen, M. (1993). The examination of the qualities of fairy tales and storybooks used by kindergarten teachers for the five and six years old children. Türk Kütüphaneciliği,7(2), 83-88.
  • Hong, H. (1996). Effects of mathematics learning through children’s literature on math achievement and dispositional outcomes. Early Childhood Research Quarterly, 11, 477-494.
  • Jalongo, M. R. (2004). Young children and picture books (2nd. Ed.). National Association for the Education of Young Children, Washington DC.
  • Körükçü, Ö. (2012). An analysis of preschool education illustrated children’s books in terms of necessary qualities. Trakya University Journal of Social Sciences, 14(2), 243-254.
  • Ministry of National Education (2013) Part 6: Children’s picture books, MoNE, Ankara. Retrieved from https://tegm.meb.gov.tr/dosya/okuloncesi/Resimlicocukkitaplari0-36.pdf
  • Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296. doi 10.1037/a0021890.
  • Sénéchal, M., Cornell, E. H., & Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10, 317-337.
  • Sever, S. (2010). Çocuk ve edebiyat [Child and literature] (5th Ed.). İzmir: Tudem.
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.
  • Tuğrul, B., Metin Aslan, Ö., Ertürk, H. G., Özen Altınkaynak, Ş. (2014). Analysis of preschool teachers’ and six years old children’s views on play. İnönüUniversity Journal of the Faculty of Education, 15(1), 97-116. doi 10.17679/iuefd.05509
  • Uluğ, E and Bayraktar, A (2014) Determination of the required features of children’s picture books. Journal of Education and Future, 6, 25-42.
  • Ünlü Çetin, Ş, & Cir, Ö (2016) An analysis of children’s book from different cultures in terms of illustrations and visual features. Başkent University Journal of Education, 3(1): 1- 12.
  • Veziroğlu, M., & Gönen, M. (2012). Review of the eligibility of picture books to the acquisition of the preschool education program of the Ministry of National Education. Education and Science, 37(163): 226-238.
There are 24 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Gökçe Kurt

Lütfiye Coşkun This is me

Ayşe Kılıçkaya

Publication Date July 26, 2019
Submission Date February 25, 2019
Acceptance Date June 26, 2019
Published in Issue Year 2019 Volume: 1 Issue: 2

Cite

APA Kurt, G., Coşkun, L., & Kılıçkaya, A. (2019). The quality comparison of Turkish and American picture storybooks for young children. Muallim Rıfat Eğitim Fakültesi Dergisi, 1(2), 1-10.






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