Araştırma Makalesi
Yıl 2019,
Sayı: 50, 389 - 412, 26.04.2019
Öz
Bu araştırma çocukları okul öncesi eğitim kurumlarına devam eden annelerin okuma inançlarının belirlenmesi ve çeşitli değişkenler açısından incelenmesi amacı ile yapılmıştır. Araştırmanın evrenini 2012-2013 eğitim öğretim yılında Kırıkkale il merkezindeki resmi okul öncesi eğitim kurumlarına devam eden 3-5 yaş çocuklarının anneleri oluşturmuştur. Araştırmanın örneklemi ise evren içinden seçilen 481 annedir. Araştırmada veri toplam aracı olarak DeBaryshe ve Binder (1994) tarafından geliştirilmiş, orijinal adı Parent Reading Belief Inventory olan Ebeveyn Okuma İnanç Ölçeği kullanılmıştır. Araştırmada ilişkisel tarama yöntemi uygulanmıştır. Annelerin okuma inançları çocuğun yaşı, cinsiyeti, devam ettiği okul türü, annenin sahip olduğu çocuk sayısı, yaşı, gelir düzeyi, öğrenim seviyesi değişkenleri açısından incelenmiştir. Araştırmaya katılan annelerin okuma inanç puanlarının yüksek olduğu belirlemiştir. Ölçeğin genelinde çocuk yaşının ve cinsiyetinin anlamlı bir değişken olmadığı, Anne okuma inancının ölçeğin genelinde annenin yaşına göre anlamlı farklılık göstermediği ancak öğrenim durumuna ve gelir düzeyine göre farklılık gösterdiği tespit edilmiştir. Araştırmadan elde edilen bulgular yurt içi ve yurtdışı ilgili alan yazın bağlamında tartılmış ve öneriler sunulmuştur.
Anahtar Kelimeler
Kaynakça
- Altınkaynak, Ş. Ö. ve Akman, B. (2016). The Effects of Family-Based Literacy Preparation Program on Children's Literacy Preparation Skills. Eğitim ve Bilim, 41(186), 185-204.
- Audet, D. R. (2013). Parent Goals and Beliefs and Their Prediction of Behaviour During Shared Book Reading. (Dissertion Doctoral Thessis) University of Guelph. Canada.
- Bingham, G. E. (2007). Maternal literacy beliefs and the quality of mother–child book reading interactions: Associations with children’s early literacy development. EarlyEducation and Development, 18, 23–49.
- Boomstra, N., van Dijk, M., Jorna, R., ve van Geert, P. (2013). Parent reading beliefs and parenting goals of Netherlands Antillean and Dutch mothers in the Netherlands. Early Child Development and Care, 183(11), 1605-1624.
- Büyüktaşkapu Soydan, S. (2012). Okul öncesi eğitimi sürecinde çocuklara uygulanan aile destekli okumaya hazırlık programının ilkokuldaki okuma başarılarına etkisi. Kuram ve Uygulamada Eğitim Bilimleri. 12(1), 301-316.
- Cottone, E. A. (2012). Preschoolers’ emergent literacy skills: The mediating role of maternal reading beliefs. Early Education & Development, 23(3), 351-372.
- Curenton S. M. ve Justice L. M. (2008): Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions, Early Education & Development, 19:2, 261-283.Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. Journal of family psychology, 19(2), 294.DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16, 1-20.
- Debaryshe, B. D. ve Binder, Janeen, C. (1994). Evaluation of an instrument for measuring parents' beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311.
- DeBaryshe, B. D., Binder, J. C., & Buell, M. J. (2000). Mothers’ implicit theories of early literacy instruction: Implications for children's reading and writing. Early Child Development and Care, 160(1), 119-131.
- Dhima, S. (2015). A Reliability Study of Parent Reading Belief Inventory (PRBI)–the Case of Albania. International Journal of Academic Research in Business and Social Sciences, 5(4), 122-133.
- Dobbs‐Oates, J., Pentimonti, J. M., Justice, L. M., ve Kaderavek, J. N. (2015). Parent and child attitudinal factors in a model of children's print‐concept knowledge. Journal of Research in Reading, 38(1), 91-108.
- Gonzalez, J. E., Acosta, S., Davis, H., Pollard-Durodola, S., Saenz, L., Soares, D., ... & Zhu, L. (2017). Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary. Early Education and Development, 28(1), 78-9.
- Gonzalez, J. E., Rivera, V., Davis, M. J., Taylor, A. B. (2010). Foundations of children’s vocabulary development: The role of the home literacy environment (HLE). Early Childhood Services, 10, 55–72.
- Haynes, R. M. (2010). Contribution of the home environment to preschool children’s emergent literacy skills. Unpublished doctoral thesis, Texas A&M University, USA.
- Husain, F. M., Choo, J. C. S., & Singh, M. K. M. (2011). Malaysian mothers’ beliefs in developing emergent literacy through reading. Procedia-Social and Behavioral Sciences, 29, 846-855.
- Karasar, N. (2006). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
- Kim, S. J. (2010). The relationship of parental book reading on young children's vocabulary and their code-related skills. Unpublished doctoral thesis, Arizona State Unıversity: Arizona.
- Lynch, J., Anderson, J., Anderson, A. ve Shapiro, J. (2006). Parents' beliefs about young children's literacy development and parents' literacy behaviors. Reading Psychology, 27(1), 1-20.
- Phillips, B. M. ve Lonigan J. C. (2009) Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach, Scientific Studies of Reading, 13(2), 146-174. doi.org/10.1080/10888430902769533.
- Roberts J., Jurgens J. ve Burchinal M. (2005). The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills. Journal of Speech, Language and Hearing Research . 48. 345-359. doi:10.1044/1092-4388(2005/024).
- Reese, E., Sparks, A. ve Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97-117.
- Saban, A. İ. ve Altınkamış, N. F. (2014). An investigation of literacy beliefs of pre-school children’s parents Okul öncesi çağda çocuğu olan ebeveynlerin okuma inançlarının incelenmesi. Journal of Human Sciences, 11(1), 317-337.
- Sadr, A. J., Juhari, R., Mansor, M., ve Esmaeili, N. S. (2015). Home Environment and Emergent Literacy among Young Children in Iran. Asian Social Science, 11(9), 138-145.
- Şimşek Çetin, Ö., Bay, D. N. ve Alisinanoğlu, F. (2014). Ebeveyn Okuma İnanç Ölçeği'nin Türkçeye Uyarlama Çalışması. Electronic Turkish Studies, 9(2). 1441-1458.
- TDK (2018). http://www.tdk.gov.tr/ adresinden 10.04.2018 tarihinde alınmıştır.
- Torr, J. (2008). Mothers' beliefs about literacy development: Indigenous and Anglo-Australian mothers from different educational backgrounds. Alberta Journal of Educational Research, 54(1), 65-82.
- Vasilyeva, M., Dearing, E., Ivanova, A., Shen, C., & Kardanova, E. (2018). Testing the family investment model in Russia: Estimating indirect effects of SES and parental beliefs on the literacy skills of first-graders. Early Childhood Research Quarterly, 42, 11-20.
- Weigel, D.J., Martin, S.S., Bennett, K.K. (2006a). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development. Journal of Early Childhood Literacy. 6(2) 191–211.
- Weigel, D.J., Martin, S.S., & Bennett, K.K. (2006b). Contributions of the home literacy environment to preschool-aged children's emerging literacy and language skills. Early Child Development and Care, 176(1-4), 357-378.
- Wu, C. C., & Honig, A. S. (2010). Taiwanese mothers’ beliefs about reading aloud with preschoolers: Findings from the Parent Reading Belief Inventory. Early Child Development and Care, 180(5), 647-669.
Yıl 2019,
Sayı: 50, 389 - 412, 26.04.2019
Öz
The
current study was conducted to determine the reading believes of the mothers
having children enrolled at pre-school education institutions and to analyze
these believes in relation to some variables. The universe of the study
consists of the mothers of the 3-5 years old children attending official
pre-school education institutions in the city of Kırıkkale in 2012-2013 school
year. The sampling of the study is comprised of 481 mothers selected from the
universe. As the data collection tool in the current study, “The Parent Reading
Belief Inventory” originally developed by DeBaryshe ve Binder (1994) was used.
The study also employed the relational survey model. Moreover, the mothers’
reading believes were investigated in relation to the child’s age, gender, the
type of the school attended, the number of children the mother has, the
mother’s age, income level and education level. It was determined that the
reading belief scores of the participating mothers are high. It was also found
that the child’s age and gender do not lead to significant differences in the
mothers’ reading believes and the mothers’ reading believes do not vary
significantly depending on the mother’s age; yet, vary significantly depending
on her education level and income level. The findings of the study were
discussed in relation to the national and international literature and some
suggestions were made.
Anahtar Kelimeler
Kaynakça
- Altınkaynak, Ş. Ö. ve Akman, B. (2016). The Effects of Family-Based Literacy Preparation Program on Children's Literacy Preparation Skills. Eğitim ve Bilim, 41(186), 185-204.
- Audet, D. R. (2013). Parent Goals and Beliefs and Their Prediction of Behaviour During Shared Book Reading. (Dissertion Doctoral Thessis) University of Guelph. Canada.
- Bingham, G. E. (2007). Maternal literacy beliefs and the quality of mother–child book reading interactions: Associations with children’s early literacy development. EarlyEducation and Development, 18, 23–49.
- Boomstra, N., van Dijk, M., Jorna, R., ve van Geert, P. (2013). Parent reading beliefs and parenting goals of Netherlands Antillean and Dutch mothers in the Netherlands. Early Child Development and Care, 183(11), 1605-1624.
- Büyüktaşkapu Soydan, S. (2012). Okul öncesi eğitimi sürecinde çocuklara uygulanan aile destekli okumaya hazırlık programının ilkokuldaki okuma başarılarına etkisi. Kuram ve Uygulamada Eğitim Bilimleri. 12(1), 301-316.
- Cottone, E. A. (2012). Preschoolers’ emergent literacy skills: The mediating role of maternal reading beliefs. Early Education & Development, 23(3), 351-372.
- Curenton S. M. ve Justice L. M. (2008): Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions, Early Education & Development, 19:2, 261-283.Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. Journal of family psychology, 19(2), 294.DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16, 1-20.
- Debaryshe, B. D. ve Binder, Janeen, C. (1994). Evaluation of an instrument for measuring parents' beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311.
- DeBaryshe, B. D., Binder, J. C., & Buell, M. J. (2000). Mothers’ implicit theories of early literacy instruction: Implications for children's reading and writing. Early Child Development and Care, 160(1), 119-131.
- Dhima, S. (2015). A Reliability Study of Parent Reading Belief Inventory (PRBI)–the Case of Albania. International Journal of Academic Research in Business and Social Sciences, 5(4), 122-133.
- Dobbs‐Oates, J., Pentimonti, J. M., Justice, L. M., ve Kaderavek, J. N. (2015). Parent and child attitudinal factors in a model of children's print‐concept knowledge. Journal of Research in Reading, 38(1), 91-108.
- Gonzalez, J. E., Acosta, S., Davis, H., Pollard-Durodola, S., Saenz, L., Soares, D., ... & Zhu, L. (2017). Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary. Early Education and Development, 28(1), 78-9.
- Gonzalez, J. E., Rivera, V., Davis, M. J., Taylor, A. B. (2010). Foundations of children’s vocabulary development: The role of the home literacy environment (HLE). Early Childhood Services, 10, 55–72.
- Haynes, R. M. (2010). Contribution of the home environment to preschool children’s emergent literacy skills. Unpublished doctoral thesis, Texas A&M University, USA.
- Husain, F. M., Choo, J. C. S., & Singh, M. K. M. (2011). Malaysian mothers’ beliefs in developing emergent literacy through reading. Procedia-Social and Behavioral Sciences, 29, 846-855.
- Karasar, N. (2006). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
- Kim, S. J. (2010). The relationship of parental book reading on young children's vocabulary and their code-related skills. Unpublished doctoral thesis, Arizona State Unıversity: Arizona.
- Lynch, J., Anderson, J., Anderson, A. ve Shapiro, J. (2006). Parents' beliefs about young children's literacy development and parents' literacy behaviors. Reading Psychology, 27(1), 1-20.
- Phillips, B. M. ve Lonigan J. C. (2009) Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach, Scientific Studies of Reading, 13(2), 146-174. doi.org/10.1080/10888430902769533.
- Roberts J., Jurgens J. ve Burchinal M. (2005). The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills. Journal of Speech, Language and Hearing Research . 48. 345-359. doi:10.1044/1092-4388(2005/024).
- Reese, E., Sparks, A. ve Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97-117.
- Saban, A. İ. ve Altınkamış, N. F. (2014). An investigation of literacy beliefs of pre-school children’s parents Okul öncesi çağda çocuğu olan ebeveynlerin okuma inançlarının incelenmesi. Journal of Human Sciences, 11(1), 317-337.
- Sadr, A. J., Juhari, R., Mansor, M., ve Esmaeili, N. S. (2015). Home Environment and Emergent Literacy among Young Children in Iran. Asian Social Science, 11(9), 138-145.
- Şimşek Çetin, Ö., Bay, D. N. ve Alisinanoğlu, F. (2014). Ebeveyn Okuma İnanç Ölçeği'nin Türkçeye Uyarlama Çalışması. Electronic Turkish Studies, 9(2). 1441-1458.
- TDK (2018). http://www.tdk.gov.tr/ adresinden 10.04.2018 tarihinde alınmıştır.
- Torr, J. (2008). Mothers' beliefs about literacy development: Indigenous and Anglo-Australian mothers from different educational backgrounds. Alberta Journal of Educational Research, 54(1), 65-82.
- Vasilyeva, M., Dearing, E., Ivanova, A., Shen, C., & Kardanova, E. (2018). Testing the family investment model in Russia: Estimating indirect effects of SES and parental beliefs on the literacy skills of first-graders. Early Childhood Research Quarterly, 42, 11-20.
- Weigel, D.J., Martin, S.S., Bennett, K.K. (2006a). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development. Journal of Early Childhood Literacy. 6(2) 191–211.
- Weigel, D.J., Martin, S.S., & Bennett, K.K. (2006b). Contributions of the home literacy environment to preschool-aged children's emerging literacy and language skills. Early Child Development and Care, 176(1-4), 357-378.
- Wu, C. C., & Honig, A. S. (2010). Taiwanese mothers’ beliefs about reading aloud with preschoolers: Findings from the Parent Reading Belief Inventory. Early Child Development and Care, 180(5), 647-669.
Toplam 30 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 26 Nisan 2019 |
| Gönderilme Tarihi | 11 Haziran 2018 |
| Yayımlandığı Sayı | Yıl 2019 Sayı: 50 |
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