An Investigation of Fathers’ Book Reading Behaviors with Their Preschool Children

Abstract

This study aims to examine fathers' storybook reading behaviors with their preschool children and the variables predicting these behaviors. Designed as a relational survey model, the study was conducted with 284 fathers of children aged 3-6 in Istanbul. The data were collected using the Child-Parent Shared Reading Activities Scale. Findings revealed that fathers demonstrated high engagement in the “Interactive Reading” dimension, while their involvement in the “Literacy Teaching” dimension remained limited. Hierarchical regression analysis indicated that while demographic variables had limited explanatory power, the model’s strength significantly increased with the inclusion of reading habits. Reading frequency and duration positively predicted interactive reading, whereas the number of children and paternal education level were negative predictors. The inverse relationship between education level and scores was attributed to fathers with higher awareness being more critical in their self-assessments. Furthermore, the positive association between a delayed age of first book acquisition and higher reading scores was interpreted as fathers acting with a compensatory motivation to counterbalance the late start. The results suggest that quality father involvement is shaped by established reading routines and continuity rather than education level.

Keywords

• Home literacy environment
• Father-child interaction
• Preschool period
• Parental reading

Babaların Okul Öncesi Dönem Çocuklarıyla Birlikte Kitap Okuma Davranışlarının İncelenmesi

Abstract

Bu çalışma, okul öncesi dönemde babaların çocuklarıyla birlikte gerçekleştirdikleri hikâye kitabı okuma davranışlarını ve bu davranışları yordayan değişkenleri incelemeyi amaçlamaktadır. Çalışma, ilişkisel tarama modelinde tasarlanmış olup İstanbul’da yaşayan ve 3-6 yaş aralığında çocuğu olan 284 baba ile gerçekleştirilmiştir. Veriler, Çocuk-Ebeveyn Birlikte Okuma Etkinlikleri Ölçeği kullanılarak toplanmıştır. Araştırma bulguları, babaların çocuklarıyla birlikte okuma etkinliklerine genel olarak yüksek düzeyde katılım gösterdiklerini; “Etkileşimli Okuma” alt boyutunda daha aktif olduklarını, “Okuryazarlık Öğretimi” boyutunda ise daha sınırlı kaldıklarını ortaya koymaktadır. Gerçekleştirilen hiyerarşik regresyon analizi sonuçlarına göre, demografik değişkenlerin (yaş, gelir vb.) tek başına okuma davranışlarını açıklamada sınırlı kaldığı; modele okuma alışkanlıklarının eklenmesiyle açıklanan varyansın önemli ölçüde arttığı görülmüştür. Modelde okuma sıklığı ve okuma süresi etkileşimli okuma davranışlarını pozitif yönde; çocuk sayısı ve baba eğitim düzeyi ise negatif yönde anlamlı olarak yordamıştır. Eğitim düzeyi arttıkça puanların düşmesi, babaların öz değerlendirmelerinde artan farkındalıkla birlikte daha eleştirel bir tutum sergilemeleriyle ilişkilendirilmiştir. Ayrıca ilk kitap alma yaşının gecikmesi ile okuma puanları arasında pozitif bir ilişki saptanmış; bu durum babaların sürece geç dâhil olsalar bile mevcut durumda telafi edici bir motivasyonla hareket ettikleri şeklinde yorumlanmıştır. Sonuçlar, babaların okuma sürecine aktif katılımının eğitim düzeyinden ziyade oluşturulan okuma rutinleri ve zamansal süreklilikle şekillendiğini göstermektedir.

Keywords

• Ev okuryazarlık ortamı
• Baba-çocuk etkileşimi
• Okul öncesi dönem
• Birlikte okuma

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