Araştırma Makalesi
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Examining the use of picture books in preschool education institutions

Yıl 2019, , 535 - 559, 01.07.2019
https://doi.org/10.17263/jlls.586235

Öz



























































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Examining the use of picture books in preschool education institutions



The present
study aims to examine the use of picture books in preschool classes. Case
Study, a qualitative research method, was employed as the research method. The
data were collected through video recording, semi-structured interviews, and
documents. They were analyzed by means of document and descriptive analysis
techniques. The research findings revealed that the books in the classes were
generally composed of the picture books in the form of series and fairy tale
books. Teachers participating in this study thought that books were not
sufficient in most classes and that in addition to the books present in the
classes, there should be more books related to science. The research findings showed
that when children are read informative picture books, they display more
distracted behavior compared to when narrative picture books are read. However,
when examined in general, distracted behavior by children while the teacher
reads were understood to be associated more with the strategies that the
teacher uses while reading. The most remarkable finding of the study was that
the teachers made a limited eye contact with the children while story reading,
they did not adjust their tones according to the characters and carry out an
activity except asking questions about the story in the post-story reading
process.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Adak Özdemir,  Atiye



Affiliated
institution (University)



 Pamukkale University



Country



 Turkey



Email
address



 aadak@pau.edu.tr



Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 



Author 2



Author
(Last name, First name)



Hıdır, Filiz



Affiliated
institution (University)



Pamukkale University



Country



Turkey



Email
address



fturkseven@pau.edu.tr



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 Özdemir Beceren, Burcu



Affiliated
institution (University)



 Çanakkale Onsekiz Mart University



Country



 Turkey



Email
address



 burcubeceren@comu.edu.tr



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Arıcı, A. F. (2015). Hayale dayalı türler. In Ö. Yılar and L. Turan (eds), Eğitim Fakülteleri Için Çocuk Edebiyati Içinde (pp.118-199). Ankara: Pegem Yayıncılık.
  • Bağcı Ayrancı, B., & Aytaş, G. (2017). Preschool teacher candidates’ views on functionality of child literature in education. Journal of Human Sciences, 14(4), 4226-4240. doi:10.14687/jhs.v14i4.5093
  • Beaty, J. J. (2009). Early childhood literacy strategies. Upper Saddle River, New Jersey, Columbus, Ohio: Pearson.
  • Çer, E. (2016). Preparing books for children from birth to age six: the approach of appropriateness for the child. Journal of Education and Practice, 7(6), 78-99.
  • Delice Güller, E. & Bilbay, P. (2016). Kütüphane yapılarında okul öncesi çocuklara yönelik interaktif mekanların irdelenmesi. Türk Kütüphaneciliği Dergisi, 30(3), 398-414.
  • Dilek, A. (2017). The examination of toys used in illustrated children's books. Journal of Early Childhood Studies, 1(1), 81-93.
  • Donovan,C. A., & Smolkin, L. B. (2001). Genre and other factors influencing teacher's book selection for science instruction. Reading Research Quarterly, 36(4), 412-440.
  • Duke, N. K., & Kays, J. (1998). Can I say "Once upon a time?": Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13(2), 295-318.
  • Ergül, C., Karaman, G., Akoğku, G., Tufan, M., Dolunay-Sarıca, A. & Bahap- Kudret, Z. (2014). Early childhood teachers’ knowledge and classroom practices on early. Elementary Education Online, 13(4), 1449-1472.
  • Garzotto, F., Paolini, P., & Sabiescu, A. (2010). Interactive storytelling for children. Retrieved from http://hoc.elet.polimi.it/idc/2010/assets/doc/Interactive_storytelling_Workshop_IDC2010.pdf.
  • Goins, S. L. (2004). Botany in children’s literature: A content analysis of plant-centered children’s Picture books that have plot and characters. Unpublished Doctoral Thesis Lousiana State University, the USA. ().
  • Gönen, M., Uludağ, G., Fındık Tanrıbuyurdu, E., & Tüfekçi, E. (2014). The examination of children’s picture books’ features for 0-3-year-olds. Hacettepe University Journal of Education, 29(1), 126–139
  • Gönen, M., Ünüvar, P., Bıçakçı, M., Koçyiğit, S., Yazıcı, Z., Orçan, M., Aslan, D., Güven, G. & Özyürek, A. (2010). Study of how preschool education teachers implement language activities Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 10(19), 23-40.
  • Gönen, M., & Veziroğlu, M. (2013). Çocuk edebiyatının genel hedefleri. M. Gönen (Ed.) Çocuk Edebiyati İçinde. (pp.1-12). Ankara: Eğiten Kitap.
  • Hannibal, M. A.Z., Vasiliev, R., & Lin, Q. (2002). Teaching young children basic concepts of geography: A literature-based approach. Early Childhood Education Journal, 30 (2), 81-86.
  • Hsiao, C.-Y. & Chang, Y.-M. (2016). A study of the use of picture books by preschool educators in outlying Islands of Taiwan. International Education Studies, 9(1), 1-19. http://dx.doi.org/10.5539/ies.v9n1p1
  • Işıtan, S. (2013). Kitap okuma modelleri ve öykü sonrası etkinlikler. M. Gönen (Ed) Çocuk Edebiyati Içinde. (pp.251-262). Ankara: Eğiten Kitap.
  • Keat, J. B., & Wilburne, J. M. (2009). The impact of storybook on kindergarten children's mathematical achievement and approaches to learning. US-China Education Review 6 (7), 61-67. Retrieved from https://eric.ed.gov/?id=ED506319
  • Işıtan, S. (2016). Illustrated storybooks for preschool children published in Turkey between 1980-2013: A study based on preschool education reforms. Educational Sciences: Theory & Practice, 16, 669-690.
  • Işıkoğlu Erdoğan, N., Atan, A., Asar, H., Mumcular, F., Yüce, A., Kiraç, M., & Kilimlioğlu, Ç. (2016). Examination of parents’ and teachers’ shared reading activities. Elementary Education Online, 15(1), 125-135.
  • Jalongo, M.R., Dragich, D., Conrad, N.K. & Zhang, A. (2002). Wordless picture books and emergent literacy. Early Childhood Education Journal, 29(3), 167-177.
  • Körükçü, Ö. (2012). An analysis of preschool education illustrated children’s books in terms of necessary qualities. Trakya University Journal of Social Sciences. 14(2), 243–254.
  • Mantzicopoulos, P. & Patrick, H. (2011). Reading picture books and learning science: Engaging young children with informational text. Theory into Practice, 50, 269-276.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. (S. Turan, Trans). Ankara: Nobel Yayın Dağıtım.
  • Morgan, H. (2009). Picture book biographies for young children: a way to teach multiple perspectives. Early Childhood Education Journal, 37, 219-227. doi:10.1007/s10643-009-0339-7
  • Olgan, R. (2013). Hikaye kitabı ve farklı modeller kullanarak öykü anlatım yöntemleri. M. Gönen (Ed.) Çocuk Edebiyati Içinde. (pp.239-250). Ankara: Eğiten Kitap.
  • Pentimonti, J., Zucker, T., & Justice, L. (2011). What are preschool teachers reading in their classrooms? Reading Psychology, 32, 197-236.
  • Reese, D. A. & Harris, V. J. (1997). “Look at this nest!” The beauty and power of using informational books with young children. Early Childhood Development and Care, 127, 217-231.
  • Rodriguez, M. C. (2013). Fiction and Non-Fiction Books for Bilingual Preschool Readers retrieved from http://www.uh.edu/honors/honors-and-the-schools/houston-teachers-institute/curriculum-nits pdfs/2003/twentieth-century-novels/rodriguez-03-kid-lit.pdf
  • Sackes, M., Trundle, K. C. & Flevares, L. M. (2009). Using children's literature to teach standard-based science concepts in early years. Early Childhood Education Journals, 36, 415-422.
  • Saracho, O. N., & Spodek, B. (2010). Families selection of children’s literature books. Early Childhood Education Journal, 37, 401-409.
  • Sever, S. (2003). Çocuk ve edebiyat. Ankara: Kök Yayıncılık.
  • Şahin, A., Arıcı, A. F., Celepoğlu, A., Dursunoğlu, H., Toz, H., Erdal, K., Turan, L., Yılar, Ö., Kara, R. & Kılıç, Y. (2015). Eğitim fakülteleri için çocuk edebiyatı. Ankara: Pegem Akademi.
  • Torr, J., & Clugston, L. (1999). A comparison between informational and narrative picture books as a context for reasoning between caregivers and 4 -year -old children. Early Child Development and Care. 159, 25-41.
  • Tuğrul, B. & Feyman, N. (2006). Okul öncesi çocukları için hazırlanmış resimli öykü kitaplarında kullanılan temalar. Ankara Üniversitesi Eğitim Bilimleri Fakültesi 2. Ulusal Çocuk ve Gençlik Edebiyatı Sempozyumu (pp. 387-392). Ankara: Ankara Üniversitesi Yayınları, No:203.
  • Turan, F., & Ulutaş, İ. (2016). Okul öncesi eğitim kurumlarındaki resimli hikaye kitaplarının özellikleri ile öğretmenlerin bu kitapları kullanma durumlarının incelenmesi. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Araştırmaları Dergisi, 2(1), 21-45.
  • Ural, S. (2013). Okul öncesi çocuk kitaplarının tanıtımı. M. Gönen (Ed.) Çocuk Edebiyati Içinde. (pp.33-55). Ankara: Eğiten Kitap.
  • Yükselen, A., Yumuş, M., & Işık, E. (2016). The preschool educators' views about the criteria for selecting children’s book. Başkent University Journal of Education. 3(2), 161-168.
  • Zeece, P. D. (1999). Things of nature and nature of things: Natural sciences-based literature for young children. Early Childhood Education Journal. 26(3), 161-166.
Yıl 2019, , 535 - 559, 01.07.2019
https://doi.org/10.17263/jlls.586235

Öz

Kaynakça

  • Arıcı, A. F. (2015). Hayale dayalı türler. In Ö. Yılar and L. Turan (eds), Eğitim Fakülteleri Için Çocuk Edebiyati Içinde (pp.118-199). Ankara: Pegem Yayıncılık.
  • Bağcı Ayrancı, B., & Aytaş, G. (2017). Preschool teacher candidates’ views on functionality of child literature in education. Journal of Human Sciences, 14(4), 4226-4240. doi:10.14687/jhs.v14i4.5093
  • Beaty, J. J. (2009). Early childhood literacy strategies. Upper Saddle River, New Jersey, Columbus, Ohio: Pearson.
  • Çer, E. (2016). Preparing books for children from birth to age six: the approach of appropriateness for the child. Journal of Education and Practice, 7(6), 78-99.
  • Delice Güller, E. & Bilbay, P. (2016). Kütüphane yapılarında okul öncesi çocuklara yönelik interaktif mekanların irdelenmesi. Türk Kütüphaneciliği Dergisi, 30(3), 398-414.
  • Dilek, A. (2017). The examination of toys used in illustrated children's books. Journal of Early Childhood Studies, 1(1), 81-93.
  • Donovan,C. A., & Smolkin, L. B. (2001). Genre and other factors influencing teacher's book selection for science instruction. Reading Research Quarterly, 36(4), 412-440.
  • Duke, N. K., & Kays, J. (1998). Can I say "Once upon a time?": Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13(2), 295-318.
  • Ergül, C., Karaman, G., Akoğku, G., Tufan, M., Dolunay-Sarıca, A. & Bahap- Kudret, Z. (2014). Early childhood teachers’ knowledge and classroom practices on early. Elementary Education Online, 13(4), 1449-1472.
  • Garzotto, F., Paolini, P., & Sabiescu, A. (2010). Interactive storytelling for children. Retrieved from http://hoc.elet.polimi.it/idc/2010/assets/doc/Interactive_storytelling_Workshop_IDC2010.pdf.
  • Goins, S. L. (2004). Botany in children’s literature: A content analysis of plant-centered children’s Picture books that have plot and characters. Unpublished Doctoral Thesis Lousiana State University, the USA. ().
  • Gönen, M., Uludağ, G., Fındık Tanrıbuyurdu, E., & Tüfekçi, E. (2014). The examination of children’s picture books’ features for 0-3-year-olds. Hacettepe University Journal of Education, 29(1), 126–139
  • Gönen, M., Ünüvar, P., Bıçakçı, M., Koçyiğit, S., Yazıcı, Z., Orçan, M., Aslan, D., Güven, G. & Özyürek, A. (2010). Study of how preschool education teachers implement language activities Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 10(19), 23-40.
  • Gönen, M., & Veziroğlu, M. (2013). Çocuk edebiyatının genel hedefleri. M. Gönen (Ed.) Çocuk Edebiyati İçinde. (pp.1-12). Ankara: Eğiten Kitap.
  • Hannibal, M. A.Z., Vasiliev, R., & Lin, Q. (2002). Teaching young children basic concepts of geography: A literature-based approach. Early Childhood Education Journal, 30 (2), 81-86.
  • Hsiao, C.-Y. & Chang, Y.-M. (2016). A study of the use of picture books by preschool educators in outlying Islands of Taiwan. International Education Studies, 9(1), 1-19. http://dx.doi.org/10.5539/ies.v9n1p1
  • Işıtan, S. (2013). Kitap okuma modelleri ve öykü sonrası etkinlikler. M. Gönen (Ed) Çocuk Edebiyati Içinde. (pp.251-262). Ankara: Eğiten Kitap.
  • Keat, J. B., & Wilburne, J. M. (2009). The impact of storybook on kindergarten children's mathematical achievement and approaches to learning. US-China Education Review 6 (7), 61-67. Retrieved from https://eric.ed.gov/?id=ED506319
  • Işıtan, S. (2016). Illustrated storybooks for preschool children published in Turkey between 1980-2013: A study based on preschool education reforms. Educational Sciences: Theory & Practice, 16, 669-690.
  • Işıkoğlu Erdoğan, N., Atan, A., Asar, H., Mumcular, F., Yüce, A., Kiraç, M., & Kilimlioğlu, Ç. (2016). Examination of parents’ and teachers’ shared reading activities. Elementary Education Online, 15(1), 125-135.
  • Jalongo, M.R., Dragich, D., Conrad, N.K. & Zhang, A. (2002). Wordless picture books and emergent literacy. Early Childhood Education Journal, 29(3), 167-177.
  • Körükçü, Ö. (2012). An analysis of preschool education illustrated children’s books in terms of necessary qualities. Trakya University Journal of Social Sciences. 14(2), 243–254.
  • Mantzicopoulos, P. & Patrick, H. (2011). Reading picture books and learning science: Engaging young children with informational text. Theory into Practice, 50, 269-276.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. (S. Turan, Trans). Ankara: Nobel Yayın Dağıtım.
  • Morgan, H. (2009). Picture book biographies for young children: a way to teach multiple perspectives. Early Childhood Education Journal, 37, 219-227. doi:10.1007/s10643-009-0339-7
  • Olgan, R. (2013). Hikaye kitabı ve farklı modeller kullanarak öykü anlatım yöntemleri. M. Gönen (Ed.) Çocuk Edebiyati Içinde. (pp.239-250). Ankara: Eğiten Kitap.
  • Pentimonti, J., Zucker, T., & Justice, L. (2011). What are preschool teachers reading in their classrooms? Reading Psychology, 32, 197-236.
  • Reese, D. A. & Harris, V. J. (1997). “Look at this nest!” The beauty and power of using informational books with young children. Early Childhood Development and Care, 127, 217-231.
  • Rodriguez, M. C. (2013). Fiction and Non-Fiction Books for Bilingual Preschool Readers retrieved from http://www.uh.edu/honors/honors-and-the-schools/houston-teachers-institute/curriculum-nits pdfs/2003/twentieth-century-novels/rodriguez-03-kid-lit.pdf
  • Sackes, M., Trundle, K. C. & Flevares, L. M. (2009). Using children's literature to teach standard-based science concepts in early years. Early Childhood Education Journals, 36, 415-422.
  • Saracho, O. N., & Spodek, B. (2010). Families selection of children’s literature books. Early Childhood Education Journal, 37, 401-409.
  • Sever, S. (2003). Çocuk ve edebiyat. Ankara: Kök Yayıncılık.
  • Şahin, A., Arıcı, A. F., Celepoğlu, A., Dursunoğlu, H., Toz, H., Erdal, K., Turan, L., Yılar, Ö., Kara, R. & Kılıç, Y. (2015). Eğitim fakülteleri için çocuk edebiyatı. Ankara: Pegem Akademi.
  • Torr, J., & Clugston, L. (1999). A comparison between informational and narrative picture books as a context for reasoning between caregivers and 4 -year -old children. Early Child Development and Care. 159, 25-41.
  • Tuğrul, B. & Feyman, N. (2006). Okul öncesi çocukları için hazırlanmış resimli öykü kitaplarında kullanılan temalar. Ankara Üniversitesi Eğitim Bilimleri Fakültesi 2. Ulusal Çocuk ve Gençlik Edebiyatı Sempozyumu (pp. 387-392). Ankara: Ankara Üniversitesi Yayınları, No:203.
  • Turan, F., & Ulutaş, İ. (2016). Okul öncesi eğitim kurumlarındaki resimli hikaye kitaplarının özellikleri ile öğretmenlerin bu kitapları kullanma durumlarının incelenmesi. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Araştırmaları Dergisi, 2(1), 21-45.
  • Ural, S. (2013). Okul öncesi çocuk kitaplarının tanıtımı. M. Gönen (Ed.) Çocuk Edebiyati Içinde. (pp.33-55). Ankara: Eğiten Kitap.
  • Yükselen, A., Yumuş, M., & Işık, E. (2016). The preschool educators' views about the criteria for selecting children’s book. Başkent University Journal of Education. 3(2), 161-168.
  • Zeece, P. D. (1999). Things of nature and nature of things: Natural sciences-based literature for young children. Early Childhood Education Journal. 26(3), 161-166.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Atiye Adak Özdemir

Filiz Hıdır Bu kişi benim

Burcu Özdemir Beceren Bu kişi benim

Yayımlanma Tarihi 1 Temmuz 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Adak Özdemir, A., Hıdır, F., & Özdemir Beceren, B. (2019). Examining the use of picture books in preschool education institutions. Journal of Language and Linguistic Studies, 15(2), 535-559. https://doi.org/10.17263/jlls.586235
AMA Adak Özdemir A, Hıdır F, Özdemir Beceren B. Examining the use of picture books in preschool education institutions. Journal of Language and Linguistic Studies. Temmuz 2019;15(2):535-559. doi:10.17263/jlls.586235
Chicago Adak Özdemir, Atiye, Filiz Hıdır, ve Burcu Özdemir Beceren. “Examining the Use of Picture Books in Preschool Education Institutions”. Journal of Language and Linguistic Studies 15, sy. 2 (Temmuz 2019): 535-59. https://doi.org/10.17263/jlls.586235.
EndNote Adak Özdemir A, Hıdır F, Özdemir Beceren B (01 Temmuz 2019) Examining the use of picture books in preschool education institutions. Journal of Language and Linguistic Studies 15 2 535–559.
IEEE A. Adak Özdemir, F. Hıdır, ve B. Özdemir Beceren, “Examining the use of picture books in preschool education institutions”, Journal of Language and Linguistic Studies, c. 15, sy. 2, ss. 535–559, 2019, doi: 10.17263/jlls.586235.
ISNAD Adak Özdemir, Atiye vd. “Examining the Use of Picture Books in Preschool Education Institutions”. Journal of Language and Linguistic Studies 15/2 (Temmuz 2019), 535-559. https://doi.org/10.17263/jlls.586235.
JAMA Adak Özdemir A, Hıdır F, Özdemir Beceren B. Examining the use of picture books in preschool education institutions. Journal of Language and Linguistic Studies. 2019;15:535–559.
MLA Adak Özdemir, Atiye vd. “Examining the Use of Picture Books in Preschool Education Institutions”. Journal of Language and Linguistic Studies, c. 15, sy. 2, 2019, ss. 535-59, doi:10.17263/jlls.586235.
Vancouver Adak Özdemir A, Hıdır F, Özdemir Beceren B. Examining the use of picture books in preschool education institutions. Journal of Language and Linguistic Studies. 2019;15(2):535-59.