Examining The Effect of Interactive Book Reading Method on The Self-Perception of 5-6 Year-Old Children

Öz

This study examined the effect of the interactive book reading method on the self-perception of children aged 5-6 years. The study group consists of 26 children aged 5-6 years studying in two schools affiliated with the Ministry of National Education in the Geyve district of Sakarya province in the 2021-2022 academic year. A quasi-experimental design with a pretest-posttest control group was used in the study. The experimental group read 10 books twice for eight weeks with the interactive book reading method. No intervention was made for the children in the control group. Demoulin Self-Perception Scale for Children and Personal Information Form, were used as data collection tools. The data obtained from the pre-test and post-test applications were analyzed using SPSS 20 package program. According to the study results, a significant difference was found in the self-perception post-test scores of the children in the experimental and control groups in favor of the experimental group. In addition, the difference in the achievement levels of the children in the experimental group was found to be significant. According to these results, it can be said that the interactive book reading method has a positive effect on the self-perception of 5–6-year-old children.

Anahtar Kelimeler

• Preschool Education
• Interactive Book Reading Program
• Self-Perception.

Kaynakça

1. Akoglu, G. (2016). Uygulama adımları. In Etkilesimli Kitap Okuma Programı (EKOP) [Interactive Book Reading Program (IBRP)]. C. Ergul (Ed.) (pp. 25-54). Egiten.
2. Anna, M., Glykeria-Erato, P., Aspasia, D., & Fotini, V. (2016). Effect of a psychomotor program on the motor proficiency and self-perceptions of preschool children. Journal of Physical Education and Sport, 16(4), 1365-1371. doi: 10.7752/jpes.2016.04218
3. Aydın, A. (2023). Investigation of the effect of mindfulness education program on the emotional intelligence, self-perception and executive functioning level of pre-school children. (Doctoral dissertation). Retrieved from CoHE Thesis Center (Thesis Number: 779508).
4. Balkıs Baymur, F. (2017). Genel Psikoloji [General Psychology]. Inkılap.
5. Bozkurt Polat, E., Ozbey, S., Koycegiz Gozeler, M., & Turkmen, S. (2021). Self perpection in preschool immigrant children: the effect of social adaption and skills education. Goc Dergisi, 8(2), 291-309. doi: 10.33182/gd.v8i2.781
6. Buyukozturk, S. (2020). Sosyal Bilimler Icin Veri Analizi El Kitabi [Manual of Data Analysis for Social Sciences]. Pegem Akademi.
7. Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S. & Demirel, F. (2013). Bilimsel Arastırma Yontemleri [Scientific Research Methods]. Pegem Akademi.
8. Cevher, F. N., & Bulus, M. (2006). Okul oncesi egitim kurumlarına devam eden 5-6 yas cocuklarında akademik benlik saygısı [Academic self-esteem in 5-6 year old children attending pre-school education institutions]. Dokuz Eylul Universitesi Buca Egitim Fakultesi Dergisi, 20, 28-39. Retrieved from https://dergipark.org.tr/tr/pub/deubefd/issue/25440/268437

9. Celik, N., & Dascan, O. (2019). Son Degişikliklerle Okul Oncesi Egitimi Programı ve Etkinlik Kitabı [Preschool Education Program and Activity Book With the Latest Changes]. Anı.
10. Doyle, B. G., & Bramwell W. (2006). Promoting emergent literacy and social–emotional learning through dialogic reading. International Reading Association, 59(6). doi: 10.1598/RT.59.6.5
11. Er, S. (2016). The importance of parents’ interactive story reading to preschoolers. Baskent University Journal of Education, 3(2), 156-160. Retrieved from http://buje.baskent.edu.tr/index.php/buje/article/view/66
12. Ergul, C. (2016). Etkilesimli Kitap Okuma Programı (EKOP) [Interactive Book Reading Program (IBRP)]. Egiten.
13. Ergul, C., Akoglu, G., Karaman, G., & Sarıca, A. D. (2017). Effects of dialogic reading program on later reading skills: follow-up study. Journal of Theoretical Educational Science, 10(2), 191-219. doi: /10.5578/keg.27611
14. Gunindi, Y. (2011). The evaluation of social skills of children attending to independent preschool and kindergarten. Ahi Evran Universitesi Kırsehir Egitim Fakultesi Dergisi, 12(1), 133-144. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59498/855238
15. Isıkoglu Erdogan, N., & Akay, B. (2015). Examination of story reading and teacher questions in early childhood education. Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi, 36, 34-46. Retrieved from https://dergipark.org.tr/tr/pub/maeuefd/issue/19409/206337
16. Karaca, N. H., & Aral, N. (2016). Erken Cocuklukta Yaratıcılık ve Benlik Kavramı [Creativity and Self-Concept in Early Childhood]. Hedef.
17. Karaca, N. H., & Aral, N. (2017). Investigation of the effect of creative relaxation exercises on preschoolers’self-concept and motor creativity. Journal of Theoretical Educational Science, 10(1), 146-169. doi: 10.5578/keg.27768
18. Karasar, N. (2013). Bilimsel Arastırma Yontemleri [Scientific Research Methods]. Nobel Akademik.
19. Kaufman, R., Rinehardt, E., Hine, H., Wilkinson, B., Tush, P., Mead, B., & Fernandez, F. (2014). The effects of a museum art program on the self-concept of children. Art Therapy, 31(3), 118-125. doi: 10.1080/07421656.2014.935592
20. Kırımlı Taskın, F. (2017). Investigation of the divorce compliance program for children effects on six years old children's self perception. (Doctoral dissertation). Retrieved from CoHE Thesis Center (Thesis Number: 461467).
21. Kuru Turaslı, N. (2006). Investigate the effect of socia-emotional readiness program to support the self-concept on six years old children's. (Doctoral dissertation). Retrieved from CoHE Thesis Center (Thesis Number: 191705).
22. Kuru Turaslı, N., & Zembat, R. (2013). Investigate effectiveness of “socio-emotional readiness program” on six years children. Nevsehir University Journal of Social Sciences, 2(2), 1-16. Retrieved from https://dergipark.org.tr/tr/pub/nevsosbilen/issue/19735/211136
23. Oktay, A. (2004). Yasamın Sihirli Yılları: Okul Öncesi Dönem [The Magic Years of Life: Preschool]. Epsilon.
24. Onder, A., Gulay Ogelman, H., & Goktas, I. (2022). Examining the predictive effect of teacher–child relationship on young children’s self-perception. Early Child Development and Care, 192(3), 362-369. doi: 10.1080/03004430.2020.1759574
25. Papadopoulos, D. (2020). Effects of a social-emotional learning-based program on self-esteem and selfperception of gifted kindergarten students: A pilot study. Journal for the Education of Gifted Young Scientists, 8(3), 1275-1290. doi: http://dx.doi.org/10.17478/jegys.779438
26. Pektas, D. (2022). Investigation of the effect of story based and with parent involvement social emotional development support program on children's respect for diversity and self-concept (Doctoral dissertation). Retrieved from CoHE Thesis Center (Thesis Number: 736606).
27. Sarıca, A. (2016). Kuramsal Temelleri. In Etkilesimli Kitap Okuma Programı (EKOP) [Interactive Book Reading Program (IBRP)]. C. Ergul (Ed.), (pp. 1-24). Egiten.
28. Scurlock, D. (2015). Effect of occupation-based groups on self-concept of children aged 5-8: A pilot study. Occupational Therapy in Health Care, 29(1), 63-76. doi: 10.3109/07380577.2014.968942
29. Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17, 318-337. doi: 10.1016/S0885-2006(02)00167-9
30. Tanju, E. H. (2010). Book reading habit of children: a general review. Journal of Social Policy Studies, 6(22), 30-39. doi:10.21560/spcd.43960
31. Topcu Bilir, Z. (2019). The effect of life skills programme on five years old children's life skills, self perception and social emotion adaptation (Doctoral dissertation). Retrieved from CoHE Thesis Center (Thesis Number: 546178).
32. Tur, G., & Turla, A. (2005). Okul Oncesinde Cocuk, Edebiyat ve Kitap [Preschool Children, Literature and Books]. YA-PA.
33. Uslu, B. (2018). Kisilik gelisimi. In Erken Cocukluk Doneminde Gelisim (36-72 Ay) [Development in Early Childhood (36-72 months)]. C. Gur (Ed.), (pp. 171-203). Pegem Akademi.
34. Uysal, A., & Kaya Balkan, I. (2015). Comparison of preschool children’s social skill levels and self concept who received and who did not received social skills training. Studies in Psychology, 35(1), 27-56. Retrieved from https://dergipark.org.tr/en/pub/iupcd/issue/9442/118114
35. Vazou, S., Mantis, C., Luze, G., & Krogh, J. S. (2017). Self-perceptions and social–emotional classroom engagement following structured physical activity among preschoolers: A feasibility study. Journal of Sport and Health Science, 6(2017), 241–247. doi: 10.1016/j.jshs.2016.01.006
36. Yasar, M. (2017). Okul oncesi donemde sosyal duygusal gelisim. In Cocuk Gelisimi 2: Okul Oncesi Donemde Gelisim [Child Development 2: Development in the Preschool Period]. F. Turan & A. I. Yükselen (Eds.), (pp.73-86). Hedef.
37. Yıldız Bıcakcı, M., Er, S., & Aral, N. (2018). Effects on The Language Development of Children in The Interactive Storybook Reading Process. Kastamonu University Kastamonu Education Journal, 26(1), 201-208. doi: 10.24106/kefdergi.375865
38. Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. In A. V. Kleeck, S. A. Stahl ve E. B. Bauer (Eds.), On Reading Books To Children: Parents and Teachers (pp. 170-200). Routledge.