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Pre-service Preschool Teachers’ Opinions and School Practices on Early Literacy

Yıl 2016, Cilt 17, Sayı 1, 241 - 261, 01.01.2016

Öz

The present study aims to investigate pre-service preschool teachers’ opinions on early literacy notion and their school practices to enhance children’s early literacy skills. The participants of the study were 81 pre-service teachers who are enrolled in a state university in Ankara. Data were collected through a question form. The form was developed by the reseachers. Data were analyzed by using content analysis. The results revealed that pre-service teachers have limited knowledge about the early literacy notion. In addition, they applied limited number and kinds of early literacy activities in their school practices. They indicated that they face some problems about preparing and applying early literacy activities. The findings were discussed based on the related literature and Turkish context. Implications and recommendations were addressed for early childhood teacher education programs

Kaynakça

  • Akyol, H. (2012). Türkçe ilk okuma yazma öğretimi. Ankara: Pegema.
  • Allen, M. (2012). National years of reading 2012. Erişim tarihi: 11 Nisan 2014 http://www.alia.org.au
  • Aydın, A. (2008) Eğitim Psikolojisi. Ankara: Pegema.
  • Badian, N. (1998). A validation of the role of preschool phonological and orthographic skills in the prediction of reading. Journal of Learning Disabilities. 31, 472-481.
  • Balla-Boudreau, N., & O’Reilly, D. (2002). Early Childhood Literacy Programs in Canada: A National Survey. http://readtome.ca/research/ national_survey.
  • Bailet, L. L., Repper, K. K., Piasta, S. B., & Murphy, S. P. (2009). Emergent literacy intervention for prekindergarteners at risk for reading failure. Journal of Learning Disabilities, 42, 336-255.
  • Başer, M. G. (1996). Anasınıfı eğitimi alan ve almayan ilkokul birinci sınıf öğrencilerinin akademik başarılarının karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Beaty, J. J., & Pratt, L. (2003). Early literacy in preschool and kindergarten. Ohio, USA: Merrill Prencite Hall
  • Berk, L. E. (2009). Child development. Boston, USA: Pearson.
  • Bishop, A. G. (2003). Prediction of first-grade reading achievement: A comparison of fall and winter kindergarten screenings. Learning Disabilities Quarterly, 26, 189-202.
  • Blachman, B. A., Tangel, D. M., Ball, E. W., Black, R., & McGraw, C. K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing, 11(3), 239-273.
  • Cassel, R. (2011). Home literacy factors affecting emergent literacy skills (Unpublished Doctoral Dissertation). ProQuest Dissertation and Theses.
  • Cartlon, M. P., & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28(3), 338-352.
  • Clay, M. M. (1966). Emergent reading behaviour (Doctoral dissertation). Erişim tarihi: 21 Ekim 2012 https://researchspace.auckland.ac.nz/handle/2292/778
  • Clay. M. M. (1967). The reading behavior of five-year-old children: A research report. New Zealand Journal of Educational Studies, 2, 11-31.
  • Clay, M. M. (1993). An observation survey of early literacy achievement. Heinemann, 361 Hanover St., Portsmouth, NH.
  • Clarke, M. (1976). Young fluent readers. London: Heinemann
  • Cunningham, A. E., & Stanovich, K. E. (1998). The impact of print exposure on word recognition. In J. L. Mesala & L. C. Ehri (Eds.), Word Recognition in Beginning Literacy (pp. 235-262) New Jersey: Taylor & Francis
  • Cunningham, A. E., Zibulsky, J., & Callahan, M. D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development. Reading and Writing, 22(4), 487-510.
  • Crain-Thoreson, C., & Dale, P. S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Developmental Psychology, 28(3), 421-450.
  • Deford, D. (1985). Validating the construct of theoretical orientation in reading instruction. Reading. Research Quarterly, 20, 351-367.
  • Deretarla- Gül., & Bal, B. (2006). Anasınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin bakış açıları, sınıf içi kullanılan materyal ve etkinlikler ile çocukların okuma yazmaya ilgilerinin incelenmesi. Çocuk Gelişimi ve Eğitimi Dergisi, 1(2), 33-51.
  • Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classroomsthrough in-service professional development: Effects of the literacy environment enrichment program (LEEP). Early Childhood Research Quarterly, 22, 243-260.
  • Downing, J. (1979). Reading and reasoning. New York: Springer.
  • Durkin, D. (1966). Children who read early. New York: Teachers College Press.
  • Echols, L. D., West, R. F., Stanovich, K. E., & Zehr, K. S. (1996). Using children's literacy activities to predict growth in verbal cognitive skills: A longitudinal investigation. Journal of Educational Psychology, 88(2), 296-312.
  • Ergül. C., Karaman, G., Akoğlu, G., Tufan, M., Dolunay-Sarıca, A., & Bahap-Kudret, Z. (2014). Okul öncesi öğretmenlerinin “erken okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4), 1451-1472.
  • Esaspehlivan, M. (2006). Okul öncesi eğitim kurumuna gitmiş ve gitmemiş 78 ve 68 aylık çocukların okula hazır bulunuşluklarının karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimler Enstitüsü, İstanbul.
  • Evangelou, M., & Sylva, K. (2003). The effects of the Peers Early Education Partnership (PEEP) on children’s developmental progress. (DfES Report No: 489).
  • Frey, N. (2005). Retention, social promotion, and academic redshirting what do we know and need to know?. Remedial and Special Education, 26(6), 332-346.
  • Gillen, J., & Hall, N. (2003). The emergence of early childhood literacy. In Hall, N., Larson, J., & Marsh. J (Eds). Handbook of Early Childhood Literacy (pp. 3-12). London: SAGE.
  • Goodman, Y. M. (1986). Children coming to know literacy. In W. Teale & E. Sulzy (Eds.), Emergent literacy writing and reading. New Jersey, USA: Ablex Publishing Corporation.
  • Graves, M. F., Juel, C., & Graves, B. B. (1998). Teaching reading in the 21st century. Boston: Allyn and Bacon.
  • Greene Brabham, E., & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473.
  • Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains. Teaching and Teacher Education, 26(4), 1094-1103.
  • Hawley, T. (2000). Starting smart: how early experiences affect brain development. Chicago: Ounce of Prevention Fund.
  • Hindman, A. H. & Wasik, B. A. (2008). Head Start teachers’ beliefs about language and literacy instruction, Early Childhood Research Quarterly, 23, 479-492.
  • Israel, S.E. (2007). Early reading first and beyond. London: Corwin Press
  • Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of educational Psychology, 80(4), 437-447.
  • Justice, L. M., Chow, S. M., Capellini, C., Flanigan, K., & Colton, S. (2003). Emergent Literacy Intervention for Vulnerable PreschoolersRelative Effects of Two Approaches. American Journal of Speech-Language Pathology, 12(3), 320-332.
  • Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51-68.
  • Kelley, M. & Surbeck, E. (2007). History of preschool assessment. In B. Bracken& R. Nagle. (Eds.), Psychoeducational assessment of preschool children (pp. 3-28). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Kerem, E. A., & Cömert, D. (2005). Türkiye’de okul öncesi eğitimin sorunları ve çözüm önerileri, Eurasian Journal of Educational Research, 21, 155 – 172.
  • Kim, Y.S., & Petscher, Y. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean. Reading and Writing: An Interdisciplinary Journal, 24, 635-656.
  • Lonigan, C. J. (2004). Emergent literacy skills and family literacy. In B. H. Wasik (Ed.), Handbook of family literacy (pp. 57-82). London: Lawrence Erlbaum Associates.
  • Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of learning disabilities, 34(5), 472-482.
  • May, D. C., & Kundert, D. K. (1997). School readiness practices and children at‐risk: Examining the issues. Psychology in the Schools, 34(2), 73-84.
  • May, D. C., Kundert, D. K., & Brent, D. (1995). Does delayed school entry reduce later grade retentions and use of special education services?. Remedial and Special Education, 16(5), 288-294.
  • McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children's reading difficulties.Learning Disabilities Research & Practice,16(4), 230-239.
  • McMahon, R., Richmond, M. G., & Reeves-Kazelskis, C. (1998). Relationships between kindergarten teachers' perceptions of literacy acquisition and children's literacy involvement and classroom materials.The Journal of Educational Research,91(3), 173-182.
  • MEB (2013). Okul Öncesi Eğitim Programı. http://tegm.meb.gov.tr/dosya/ Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods. London: SAGE
  • Morphett, M. V., & Washburne, C. (1931). When should children begin to read ?. The Elementary School Journal, 31(7), 496-503.
  • Morrow, L. M. (2009). Literacy development in the early years: helping children read and write. USA: Pearson.
  • National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Otto, B. (2006). Language development in early childhood. Ohio, USA: PEARSON.
  • Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of educational psychology, 98(3), 554-566.
  • Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98.
  • Rasinki, T., & Padak, N. (2005). Fluency beyond the primary grades: Helping adolescent struggling readers. Voices from the Middle, 13, 34–41.
  • Reid, J. (1966). Learning to think about reading. Educational Research, 9, 56-62.
  • Riedel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first‐grade students. Reading Research Quarterly,42(4), 546- 567.
  • Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48(1), 115-136.
  • Scarborough, H. S. (2009). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. In F. F. Campbell, J. Soler., & G. Reid (Eds.), Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programs (pp. 23-38). United Kingdom: SAGE.
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Okul Öncesi Öğretmen Adaylarının Erken Okuryazarlık ile İlgili Görüşleri ve Staj Uygulamaları

Yıl 2016, Cilt 17, Sayı 1, 241 - 261, 01.01.2016

Öz

Bu çalışma ile okul öncesi öğretmen adaylarının erken okuryazarlık kavramına ilişkin görüşlerinin ve staj uygulamalarında erken okuryazarlık becerilerini desteklemeye yönelik yer verdikleri etkinliklerin sayı ve çeşitliliğinin incelenmesi amaçlanmıştır. Çalışmanın verileri araştırmacılar tarafından hazırlanan sorular yoluyla toplanmıştır. Çalışmaya Ankara’da bulunan bir devlet üniversitesinde öğrenim gören 81 okul öncesi öğretmen adayı katılmıştır. Veriler içerik analizi yöntemi kullanılarak incelenmiştir. Çalışma bulguları öğretmen adaylarının büyük bir kısmının erken okuryazarlık konusunda yeterli bilgi düzeyine sahip olmadığını göstermiştir. Ayrıca, öğretmen adayları staj uygulamalarında sınırlı sayıda ve çeşitte erken okuryazarlığı destekleyecek etkinliklere yer verdiklerini ve bu etkinlikleri planlama ve uygulama aşamalarında kendilerini yeterli görmediklerini belirtmişlerdir. Elde edilen bulgular ilgili alanyazın ışığında tartışılmış ve öneriler sunulmuştur.

Kaynakça

  • Akyol, H. (2012). Türkçe ilk okuma yazma öğretimi. Ankara: Pegema.
  • Allen, M. (2012). National years of reading 2012. Erişim tarihi: 11 Nisan 2014 http://www.alia.org.au
  • Aydın, A. (2008) Eğitim Psikolojisi. Ankara: Pegema.
  • Badian, N. (1998). A validation of the role of preschool phonological and orthographic skills in the prediction of reading. Journal of Learning Disabilities. 31, 472-481.
  • Balla-Boudreau, N., & O’Reilly, D. (2002). Early Childhood Literacy Programs in Canada: A National Survey. http://readtome.ca/research/ national_survey.
  • Bailet, L. L., Repper, K. K., Piasta, S. B., & Murphy, S. P. (2009). Emergent literacy intervention for prekindergarteners at risk for reading failure. Journal of Learning Disabilities, 42, 336-255.
  • Başer, M. G. (1996). Anasınıfı eğitimi alan ve almayan ilkokul birinci sınıf öğrencilerinin akademik başarılarının karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Beaty, J. J., & Pratt, L. (2003). Early literacy in preschool and kindergarten. Ohio, USA: Merrill Prencite Hall
  • Berk, L. E. (2009). Child development. Boston, USA: Pearson.
  • Bishop, A. G. (2003). Prediction of first-grade reading achievement: A comparison of fall and winter kindergarten screenings. Learning Disabilities Quarterly, 26, 189-202.
  • Blachman, B. A., Tangel, D. M., Ball, E. W., Black, R., & McGraw, C. K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing, 11(3), 239-273.
  • Cassel, R. (2011). Home literacy factors affecting emergent literacy skills (Unpublished Doctoral Dissertation). ProQuest Dissertation and Theses.
  • Cartlon, M. P., & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28(3), 338-352.
  • Clay, M. M. (1966). Emergent reading behaviour (Doctoral dissertation). Erişim tarihi: 21 Ekim 2012 https://researchspace.auckland.ac.nz/handle/2292/778
  • Clay. M. M. (1967). The reading behavior of five-year-old children: A research report. New Zealand Journal of Educational Studies, 2, 11-31.
  • Clay, M. M. (1993). An observation survey of early literacy achievement. Heinemann, 361 Hanover St., Portsmouth, NH.
  • Clarke, M. (1976). Young fluent readers. London: Heinemann
  • Cunningham, A. E., & Stanovich, K. E. (1998). The impact of print exposure on word recognition. In J. L. Mesala & L. C. Ehri (Eds.), Word Recognition in Beginning Literacy (pp. 235-262) New Jersey: Taylor & Francis
  • Cunningham, A. E., Zibulsky, J., & Callahan, M. D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development. Reading and Writing, 22(4), 487-510.
  • Crain-Thoreson, C., & Dale, P. S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Developmental Psychology, 28(3), 421-450.
  • Deford, D. (1985). Validating the construct of theoretical orientation in reading instruction. Reading. Research Quarterly, 20, 351-367.
  • Deretarla- Gül., & Bal, B. (2006). Anasınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin bakış açıları, sınıf içi kullanılan materyal ve etkinlikler ile çocukların okuma yazmaya ilgilerinin incelenmesi. Çocuk Gelişimi ve Eğitimi Dergisi, 1(2), 33-51.
  • Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classroomsthrough in-service professional development: Effects of the literacy environment enrichment program (LEEP). Early Childhood Research Quarterly, 22, 243-260.
  • Downing, J. (1979). Reading and reasoning. New York: Springer.
  • Durkin, D. (1966). Children who read early. New York: Teachers College Press.
  • Echols, L. D., West, R. F., Stanovich, K. E., & Zehr, K. S. (1996). Using children's literacy activities to predict growth in verbal cognitive skills: A longitudinal investigation. Journal of Educational Psychology, 88(2), 296-312.
  • Ergül. C., Karaman, G., Akoğlu, G., Tufan, M., Dolunay-Sarıca, A., & Bahap-Kudret, Z. (2014). Okul öncesi öğretmenlerinin “erken okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4), 1451-1472.
  • Esaspehlivan, M. (2006). Okul öncesi eğitim kurumuna gitmiş ve gitmemiş 78 ve 68 aylık çocukların okula hazır bulunuşluklarının karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimler Enstitüsü, İstanbul.
  • Evangelou, M., & Sylva, K. (2003). The effects of the Peers Early Education Partnership (PEEP) on children’s developmental progress. (DfES Report No: 489).
  • Frey, N. (2005). Retention, social promotion, and academic redshirting what do we know and need to know?. Remedial and Special Education, 26(6), 332-346.
  • Gillen, J., & Hall, N. (2003). The emergence of early childhood literacy. In Hall, N., Larson, J., & Marsh. J (Eds). Handbook of Early Childhood Literacy (pp. 3-12). London: SAGE.
  • Goodman, Y. M. (1986). Children coming to know literacy. In W. Teale & E. Sulzy (Eds.), Emergent literacy writing and reading. New Jersey, USA: Ablex Publishing Corporation.
  • Graves, M. F., Juel, C., & Graves, B. B. (1998). Teaching reading in the 21st century. Boston: Allyn and Bacon.
  • Greene Brabham, E., & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473.
  • Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains. Teaching and Teacher Education, 26(4), 1094-1103.
  • Hawley, T. (2000). Starting smart: how early experiences affect brain development. Chicago: Ounce of Prevention Fund.
  • Hindman, A. H. & Wasik, B. A. (2008). Head Start teachers’ beliefs about language and literacy instruction, Early Childhood Research Quarterly, 23, 479-492.
  • Israel, S.E. (2007). Early reading first and beyond. London: Corwin Press
  • Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of educational Psychology, 80(4), 437-447.
  • Justice, L. M., Chow, S. M., Capellini, C., Flanigan, K., & Colton, S. (2003). Emergent Literacy Intervention for Vulnerable PreschoolersRelative Effects of Two Approaches. American Journal of Speech-Language Pathology, 12(3), 320-332.
  • Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51-68.
  • Kelley, M. & Surbeck, E. (2007). History of preschool assessment. In B. Bracken& R. Nagle. (Eds.), Psychoeducational assessment of preschool children (pp. 3-28). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Kerem, E. A., & Cömert, D. (2005). Türkiye’de okul öncesi eğitimin sorunları ve çözüm önerileri, Eurasian Journal of Educational Research, 21, 155 – 172.
  • Kim, Y.S., & Petscher, Y. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean. Reading and Writing: An Interdisciplinary Journal, 24, 635-656.
  • Lonigan, C. J. (2004). Emergent literacy skills and family literacy. In B. H. Wasik (Ed.), Handbook of family literacy (pp. 57-82). London: Lawrence Erlbaum Associates.
  • Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of learning disabilities, 34(5), 472-482.
  • May, D. C., & Kundert, D. K. (1997). School readiness practices and children at‐risk: Examining the issues. Psychology in the Schools, 34(2), 73-84.
  • May, D. C., Kundert, D. K., & Brent, D. (1995). Does delayed school entry reduce later grade retentions and use of special education services?. Remedial and Special Education, 16(5), 288-294.
  • McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children's reading difficulties.Learning Disabilities Research & Practice,16(4), 230-239.
  • McMahon, R., Richmond, M. G., & Reeves-Kazelskis, C. (1998). Relationships between kindergarten teachers' perceptions of literacy acquisition and children's literacy involvement and classroom materials.The Journal of Educational Research,91(3), 173-182.
  • MEB (2013). Okul Öncesi Eğitim Programı. http://tegm.meb.gov.tr/dosya/ Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods. London: SAGE
  • Morphett, M. V., & Washburne, C. (1931). When should children begin to read ?. The Elementary School Journal, 31(7), 496-503.
  • Morrow, L. M. (2009). Literacy development in the early years: helping children read and write. USA: Pearson.
  • National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Otto, B. (2006). Language development in early childhood. Ohio, USA: PEARSON.
  • Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of educational psychology, 98(3), 554-566.
  • Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98.
  • Rasinki, T., & Padak, N. (2005). Fluency beyond the primary grades: Helping adolescent struggling readers. Voices from the Middle, 13, 34–41.
  • Reid, J. (1966). Learning to think about reading. Educational Research, 9, 56-62.
  • Riedel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first‐grade students. Reading Research Quarterly,42(4), 546- 567.
  • Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48(1), 115-136.
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Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Dilek ALTUN Bu kişi benim
Ahi Evran Üniversitesi- ODTÜ-ÖYP


Feyza ERDEN Bu kişi benim
Orta Doğu Teknik Üniversitesi

Yayımlanma Tarihi 1 Ocak 2016
Başvuru Tarihi 20 Eylül 2021
Kabul Tarihi 20 Eylül 2021
Yayınlandığı Sayı Yıl 2016, Cilt 17, Sayı 1

Kaynak Göster

APA Altun, D. & Erden, F. (2016). Okul Öncesi Öğretmen Adaylarının Erken Okuryazarlık ile İlgili Görüşleri ve Staj Uygulamaları . Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 17 (1) , 241-261 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59448/854042

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