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

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

Gökçe KURT Lütfiye COŞKUN Ayşe KILIÇKAYA

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. 

Keywords

Çocuk edebiyatı, resimli öykü kitabı, erken çocukluk eğitimi, resimli öykü kitaplarında kalite

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

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. 

Keywords

Children’s literature, picture story book, preschool education, quality in picture story books

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.