Print Awareness Skills and Home Literacy Environment of Turkish Preschoolers

Öz

In the literature, the importance of early literacy experiences provided at home by parents to the development of early literacy skills is often expressed. Therefore, the study was aimed at identifying the possible relationships between home early literacy experiences and children’s print awareness skills. The participants of the study comprised of 60 preschool children (48-68 months) whose native language is Turkish. The Home Early Literacy Environment Questionnaire (HLEQ) used for the assessment of home literacy skills were conveyed to the parents by the preschool teachers. The Early Childhood Print Awareness Checklist used for the assessment of children’s print awareness skills were individually administered to each child. The results displayed a variation in early literacy skills within 48-68 months and indicated that variables pertaining to “writing” might have been effective in this variation. Another prominent finding was that demographic variables such as parental education and frequency of participation in social activities, as well as, most of the HLEQ variables correlated with each other at varying strengths. Similar studies specific to the Turkish language should be conducted in order to identify various predictors of both home literacy skills and print awareness. The study results were discussed in light of the existing literature.

Anahtar Kelimeler

• Home literacy,print awareness,early literacy

Okul Öncesi Dönem Türk Çocuklarda Yazı Farkındalığı Becerileri ve Ev Okuryazarlık Ortamı

Öz

Alanyazında, erken okuryazarlık becerilerinin gelişiminde ev ortamında ebeveynler tarafından sunulan erken okuryazarlık deneyimlerinin önemli olduğu sıkça ifade edilmektedir. Yapılan araştırmada, ev ortamında sağlanan erken okuryazarlık deneyimlerinin çocukların yazı farkındalığı becerileri ile olası ilişkilerinin belirlenmesi amaçlanmaktadır. Araştırmanın katılımcılarını ana dili Türkçe olan ve okul öncesi eğitim almakta olan 60 çocuk (48-68 aylık) oluşturmaktadır. Ev ortamında sağlanan erken okuryazarlık deneyimlerimi değerlendirmek amacıyla kullanılan Ev Erken Okuryazarlık Ortamı Ölçeği (EVOK) okul öncesi öğretmenleri tarafından ailelere iletilmiştir. Çocukların yazı farkındalığı becerilerini değerlendirmek amacıyla kullanılan Erken Çocukluk Dönemi Yazı Farkındalığı Kontrol Listesi ise araştırmacılar tarafından tüm çocuklara bireysel olarak uygulanmıştır. Sonuçlar, erken okuryazarlık becerilerinin 48-68 ay arasında bir değişim gösterdiğini ortaya koymuş, var olan değişimde ev ortamında sağlanan erken okuryazarlık becerilerinden “yazma” becerileri ile ilgili değişkenlerin etkili olabileceğini göstermiştir. Sosyal etkinliklere katılım sıklığı ve anne ve baba eğitim düzeyi gibi demografik değişkenler ile ev ortamında sağlanan erken okuryazarlık deneyimlerinin çoğunun birbirleri ile farklı düzeylerde ilişkili bulunması da dikkat çeken noktalar arasında yer almıştır. Dilimize özgü benzer çalışmaların yapılması ile gerek erken okuryazarlık becerilerinin, gerek bu beceriler arasında önemli yer tutan yazı farkındalığı becerilerinin farklı yordayıcılarının ortaya konulması mümkün olabilecektir. Araştırmadan elde edilen sonuçlar alanyazın bulguları ışığında tartışılmıştır.

Anahtar Kelimeler

• Ev okuryazarlık ortamı,yazı farkındalığı,erken okuryazarlık

Kaynakça

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