Children in Institutional Care: Interactive Book Reading and Early Literacy Skills

Year 2024, , 296 - 330, 23.09.2024

Merve Şepitci Sarıbaş , Fatma Tezel Şahin

https://doi.org/10.9779/pauefd.1387433

Abstract

This study aimed to examine the effect of the Interactive Book Reading (IBR) process on the early literacy skills of children in child sheltering home sites and the attitudes of caregivers toward children’s literature. In the study, a pretest-posttest quasi-experimental design without a control group was applied. The study group consisted of 11 children aged between four and six and 13 caregivers in Sivas Child Sheltering Home Sites. Data collection tools consisted of the "Child General Information Form”, “Caregiver General Information Form”, “Early Literacy Skills Assessment Tool”, and “Attitude Towards Children’s Literature Scale”. The IBR activities were implemented three days a week for eight weeks by the researchers with the participation of the caregivers. The Friedman Test was used in the pretest-posttest and retention test comparisons of the groups, and the Wilcoxon Signed Rank Test was used in determining the groups with significant differences as a result of the test. The study results showed that IBR activities led to significant differences in children’s phonological awareness skills, print awareness, story comprehension skills, visual matching skills, pre-writing skills, and overall early literacy skills. It was revealed that the IBR activities improved the aforementioned skills of children. It was also observed that the IBR activities positively affected the attitudes of caregivers towards children’s literature. In this regard, training caregivers on the IBR approach, dissemination of programs related to IBR, and conducting similar studies with children with different characteristics were recommended.

Keywords

Children under institutional care, Care staff, Interactive book reading, Early literacy skills, Children's literature

Kurum Bakımında Kalan Çocuklar: Etkileşimli Kitap Okuma ve Erken Okuryazarlık Becerileri

Abstract

Araştırmada, etkileşimli kitap okuma (EKO) sürecinin çocuk evleri sitesindeki çocukların erken okuryazarlık becerilerine ve bakım personellerinin çocuk edebiyatına yönelik tutumlarına olan etkisinin incelenmesi amaçlanmıştır. Araştırmada, deneysel desenlerden kontrol grupsuz ön test-son test yarı deneysel desen kullanılmıştır. Çalışma grubunu, Sivas Çocuk Evleri Sitesindeki 4-6 yaşları arasında 11 çocuk ve 13 bakım personeli oluşturmuştur. Veri toplama araçlarını “Çocuk Genel Bilgi Formu”, “Bakım Personeli Genel Bilgi Formu”, “Erken Okuryazarlık Becerilerini Değerlendirme Aracı” ve “Çocuk Edebiyatına Yönelik Tutum Ölçeği” oluşturmuştur. EKO etkinlikleri, sekiz hafta boyunca haftada üç gün araştırmacılar tarafından bakım personellerinin katılımlarıyla çocuklara uygulanmıştır. Grupların ön test-son test ve kalıcılık testi karşılaştırmalarında Friedman Testi, test sonucunda anlamlı farklılıklar oluşturan grupların saptanmasında Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırmanın sonucunda, EKO etkinliklerinin çocukların ses bilgisel farkındalık becerilerinde, yazı farkındalıklarında, öyküyü anlama becerilerinde, görselleri eşleştirme becerilerinde, yazı yazma öncesi becerilerinde ve erken okuryazarlık becerilerinin toplamında anlamlı farklılıklara yol açtığı görülmüştür. EKO etkinliklerinin, çocukların bu becerilerini geliştirdiği saptanmıştır. Ayrıca EKO etkinliklerinin, bakım personellerinin çocuk edebiyatına yönelik tutumlarını olumlu yönde etkilediği görülmüştür. Bu noktada bakım personellerine EKO yaklaşımıyla ilgili eğitimlerin verilmesi, EKO’yla ilgili programların yaygınlaştırılması ve benzer çalışmaların farklı özelliklerdeki çocuklarla yürütülmesi önerilmiştir.

Keywords

Kurum bakımında kalan çocuklar, Bakım personeli, Etkileşimli kitap okuma, Erken okuryazarlık becerileri, Çocuk edebiyatı

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