İlkokul Düzeyindeki Öğrenciler İçin Hikâye Kitabı Seçimi: Öğretmen, Ebeveyn ve Öğrenci Görüşleri

Abstract

Uygun hikâye kitaplarının seçimi erken çocukluk döneminde okuryazarlığın, duygusal gelişimin ve bilişsel becerilerin desteklenmesinde kritik bir rol oynamaktadır. Ancak kitap seçme süreci çoğu zaman öğretmenler, ebeveynler ve çocuklar arasında farklı öncelikleri yansıtmaktadır. Bu nitel durum çalışması ilkokul öğretmenlerinin, ebeveynlerin ve öğrencilerin hikâye kitaplarını seçerken dikkate aldıkları ölçütleri incelemektedir. Veriler 10 öğretmen, 10 ebeveyn ve 10 öğrenciden yarı yapılandırılmış görüşmeler yoluyla toplanmış ve Miles ve Huberman’ın tematik analiz yaklaşımı kullanılarak analiz edilmiştir. Bulgular bibliyografik bilgiler, dil ve üslup, içerik, yaratıcılık, kitap tasarımı ve okuma sonrası etkinlikler olmak üzere altı temel boyutu ortaya koymuştur. Öğretmenler ve ebeveynler gelişimsel ve pedagojik değeri öncelerken, çocuklar eğlenceyi ve ilgi çekiciliği ön plana çıkarmıştır. Bu çalışma çocuklarda yaşam boyu okuma alışkanlığını teşvik etmeyi amaçlayan eğitimciler, yayınevleri, program geliştiriciler ve ebeveynler için çıkarımlar sunarak kitap seçme ölçütlerine karşılaştırmalı bir bakış açısı kazandırmaktadır.

Keywords

• Hikaye kitabı seçimi
• okuma alışkanlığı
• ilkokul öğrencileri
• öğretmen, ebeveyn ve öğrenci görüşleri

Storybook Selection for Primary School Students: Perspectives of Teachers, Parents, and Students

Abstract

Selecting appropriate storybooks plays a critical role in supporting literacy, emotional development, and cognitive skills in early childhood. However, the selection process often reflects diverging priorities among educators, parents, and children. This qualitative case study explores the criteria considered by primary school teachers, parents, and students when choosing storybooks. Data were gathered through semi-structured interviews with 10 teachers, 10 parents, and 10 students, and analyzed using Miles and Huberman’s thematic analysis approach. The findings revealed six core dimensions: bibliographic information, language and style, content, creativity, book design, and post-reading activities. While adults prioritized developmental and pedagogical value, children emphasized entertainment and engagement. This study contributes to the field by offering a comparative perspective on book selection criteria, with implications for educators, publishers, curriculum designers, and parents aiming to foster lifelong reading habits in children.

Keywords

• storybook selection
• reading habit
• primary school students
• teacher, parent and student perspectives

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