Annelerin Birlikte Okuma Sürecinde Sergiledikleri Fiziksel Davranışlar ile Konuya İlişkin Görüşleri Arasındaki İlişkinin İncelenmesi

Yıl 2022, Cilt: 23 Sayı: 3, 2702 - 2744, 31.12.2022

Dilek Erol Gülüzar Şule Tepetaş Cengiz

Öz

Bu çalışmada anne babaların çocukları ile gerçekleştirdikleri birlikte okuma sürecinde sergiledikleri davranışlarıyla, bu konudaki görüşleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırma karma desen kullanılarak planlanmıştır. Anne-babaların çocukları ile gerçekleştirdikleri birlikte okuma sürecinde sergiledikleri davranışlarıyla bu konudaki görüşleri arasındaki ilişkinin incelenmesi amacıyla nicel araştırma yöntemlerinden ilişkisel tarama modeli, anne-baba davranışların nedenlerine ilişkin nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Türkiye’nin birçok ilinden katılımcı rastgele yolla belirlenen 37 anne oluşturmaktadır. Çalışmada veri toplama aracı olarak Anne-Baba-Çocuk Birlikte Kitap Okuma Envanteri, Anne-Baba-Çocuk Birlikte Okuma Süreci Gözlem Formu ve Anne Baba Görüşme Formu olmak üzere üç ayrı araçtan yararlanılmıştır. Araştırmada elde edilen nitel verilerin analizinde ise MAXQDA, nicel verilerin analizinde Jamovi programı aracılığıyla koreloasyon testinden yararlanılmıştır. Araştırma sonucunda annelerin çocukları ile birlikte okuma sürecine yönelik görüşleri ile birlikte okuma davranışları arasında annelerin yaşı ve eğitimi arttıkça birlikte okuma sürecine ilişkin destekleyici fiziksel davranışlar arasında anlamlı ilişki görülmüştür.

Anahtar Kelimeler

birlikte okuma, anne baba, erken çocukluk, anne baba davranışı, anne baba görüşü

An Analysis of the Relationship between the Mothers Physical Behaviors through the Shared Reading Activities, and Their Opinions about the Process

Öz

The study is designed as a correlation analysis to investigate the relationship between the parents’ behaviors in the context of and opinions about the shared reading process they have with their children. The study is based on a mixed method pattern. The correlational model –a quantitative research method– was employed to analyze the relationship between the acts the parents engage in through the shared reading process they have with their children, and their views on the issue. Furthermore, case study as a qualitative research method was applied to further investigate the causes of the parents’ behaviors. The study group is comprised of 37 mothers selected randomly from various provinces of Turkey. The data collection process was based on three tools, namely the Parent-Child Shared Book Reading Inventory, the Parent-Child Shared Reading Process Physical Acts Observation Form, and the Parent Interview Form. The quantitative data gathered were analyzed through MAXQDA, whereas the qualitative data analysis was based on correlation testing using Jamovi software. The results reached revealed a significant relationship between the parents’ views on the shared reading process they have with their children, and their actual shared reading behaviors, as well as with the physical behaviors to support the shared reading experience, as the mothers’ age and education level increased.

Anahtar Kelimeler

shared reading, parents, early childhood, parents behavior, parents view

Kaynakça

• Adrian, J. E., Clemente, R. A., Villanueva, L., &Rieffe, C. (2005). Parent–childpicture-bookreading, mothers' mentalstatelanguageandchildren'stheory of mind. Journal of Child Language, 32(3), 673-686.
• Baroody, A. E. ve Diamond, K. E. (2010). Links amonghomeliteracyenvironment, literacyinterest, andemergentliteracyskills in preschoolers at risk forreadingdifficulties. Topics in EarlyChildhood Special, 20, 1–10. doi:10.1177/0271121410392803.
• Bennett, K. K., Weigel, D. J., & Martin, S. S. (2002). Children’sacquisition of earlyliteracyskills: Examiningfamilycontributions. EarlyChildhoodResearchQuarterly, 17, 295-317.
• Benson, B. (1997). Scaffolding (ComingtoTerms). English Journal, 86(7), 126-127.
• BergmanDeitcher, D., Aram, D., &Goldberg, A. (2021). Alphabetbooks: Thenature of parents’ sharedreadingbetweenandacrossbooks. Journal of EarlyChildhoodLiteracy, 21(1), 127–147. https://doi.org/10.1177/1468798418814103.
• BergmanDeitcher,D., Aram, D. &Itzkovich, I. (2021). AlphabetBooks: RelationsBetweenAspects of Parent-Child Shared Reading, Children’sMotivation, andEarlyLiteracySkills, Reading Psychology, DOI: 10.1080/02702711.2021.1888344.
• Bishop, R.S. (1990). Mirrors, windows, andslidingglassdoors. Perspectives, 6(3), ixxi.
• Bojczyk, K. E., Davis, A. E., & Rana, V. (2016). Mother–childinteractionquality in sharedbookreading: Relationtochildvocabularyandreadinesstoread. EarlyChildhoodResearchQuarterly, 36, 404-414.
• Bracken, S. S., &Fischel, J. E. (2008). Familyreadingbehaviorandearlyliteracyskills in preschoolchildrenfromlow-incomebackgrounds. EarlyEducationand Development, 19, 45-67.
• Bus, A. G., & Van IJzendoorn, M. H. (1992). Patterns of attachment in frequentlyandinfrequentlyreadingmother–childdyads. Journal of GeneticPsychology, 153, 395-403.
• Bus, A. G., & Van IJzendoorn, M. H. (1995). Mothersreadingtotheir 3-year-olds: The role of mother–childattachmentsecurity in becomingliterate. Reading ResearchQuarterly, 30, 998-1015.
• Bus, A. G., Van IJzendoorn, M. H., &Pellegrini, A. D. (1995). Jointbookreadingmakesforsuccess in learningtoread: A meta-analysis on intergenerationaltransmission of literacy. Review of EducationalResearch, 65(1), 1–21. https://doi .org/10.3102/00346543065001001.
• Cutler, L. &Palkovitz, R. (2019): Fathers’ SharedBook Reading Experiences: CommonBehaviors, Frequency, PredictiveFactors, andDevelopmentalOutcomes, Marriage&FamilyReview, DOI: 10.1080/01494929.2019.1683119.
• 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, 119–131.
• DeBruin-Parecki, A. (1999). Assessingadult/childstorybookreadingpractices(Report #2-004). AnnArbor: University of Michigan, Center fortheImprovement of Early Reading Achievement. https://files.eric.ed.gov/fulltext/ED447412.pdf.
• DeBruin-Parecki, A. (2003). Evaluatingadult/childinteractivereadingskills. In A. DeBruin-Parecki& B. Krol-Sinclair (Eds.), Familyliteracy: Fromtheorytopractice (pp. 282–301). Newark, DE: International Reading Association.
• DeBruin-Parecki, A. (2007). Let’sreadtogether: Improvingliteracyoutcomeswiththeadult/childinteractivereadinginventory. Baltimore: Brookes.
• DeBruin-Parecki, A., &Krol-Sinclair, B. (Eds.) (2003). Familyliteracy: Fromtheorytopractice. Newark, DE: International Reading Association.
• Deckner, D.F., Adamson, L.B., Bakeman, R. (2006). Child andmaternalcontributionstosharedreading: Effects on languageandliteracydevelopment, Journal of AppliedDevelopmentalPsychology, 27 (1), 31-41.
• Deretarla Gül, E. (2015). Okul öncesi çocuklara okuma alışkanlığı kazandırma. M. Gönen (Ed.), Çocuk edebiyatı içinde (305-314). Ankara: Eğiten Kitap.
• Dixon- Krauss, L., Januszka, C.M. &Chae, C. (2010). Development of thedialogicreadinginventory of parent-childbookreading. Journal of Research in ChildhoodEducation 24(3), 266-277. Erişim adresi: http://dx.doi.org/10.1080/02568543.2010.487412
• Duursma, E. (2016). Whodoesthereading, whothetalking? Low-incomefathersandmothers in the US interactingwiththeiryoungchildrenaround a picturebook. First Language, 36(5), 465-484.
• Duursma, E. (2016). Whodoesthereading, whothetalking? Low-incomefathersandmothers in the US interactingwiththeiryoungchildrenaround a picturebook. First Language, 36(5), 465-484.
• Eutsler, L. &Trotter, J. (2020) PrintoriPad? YoungChildren’sTextTypeShared Reading PreferenceandBehaviors in ComparisontoParentPredictionsand At-homePractices, LiteracyResearchandInstruction, 59:4, 324-345, DOI: 10.1080/19388071.2020.1777229
• Fletcher, K. L., &Reese, E. (2005). Picture bookreadingwithyoungchildren: A conceptualframework. DevelopmentalReview, 25(1), 64-103.
• Fraenkel, J R., &Wallen, N. E. (2009). How todesignandevaluateresearch in education (Seventh ed.). New York: McGraw-Hill.
• Gilkerson, J., Richards, J. A. ve Topping, K. J. (2015). Theimpact of bookreading in theearlyyears on parent-childlanguageinteraction. Journal of EarlyChildhoodLiteracy, 17(1), 92-110. doi: 10.1177/1468798415608907.
• Gonzalez, J. E., Taylor, A. B., Davis, M. J. & Kim, M. (2013). Exploringtheunderlyingfactorstructure of theParent Reading Belief Inventory (PRBI): Somecaveats. EarlyEducationand Development, 24(2), 123-137.
• Hindman, A. H., Connor, C. M., Jewkes, A. M., &Morrison, F. J. (2008). Untanglingtheeffects of sharedbookreading: Multiplefactorsandtheirassociationswithpreschoolliteracyoutcomes. EarlyChildhoodResearchQuarterly, 23(3), 330- 350.
• Hurwitz, S. C. (2002). To be successful--letthemplay! (ForParentsParticularly).ChildhoodEducation, 79(2), 101+.
• Husain, F. M., Choo, J. C. S. ve Singh, M. K. M. (2011). Malaysianmothers’ beliefs in developingemergentliteracythroughreading. Procedia-SocialandBehavioralSciences, 29, 846–855.
• Hutton, J. S., Phelan, K., Horowitz‐Kraus, T., Dudley, J., Altaye, M., DeWitt, T. ve Holland, S. K. (2017). Story time turbocharger? Child engagementduringsharedreadingandcerebellaractivationandconnectivity in preschool-agechildrenlisteningtostories. PLoS ONE, 12(5), e0177398. doi: 10.1371/journal.pone.0177398.
• Işıkoğlu Erdoğan, N. (2016). Erken çocukluk döneminde çocuk-ebeveyn birlikte okuma etkinliklerinin incelenmesi. Kastamonu Eğitim Dergisi, 24(3), 1071-1086.
• Jimenez, M.E., Reichman, N.E., Mitchell, C., Schneper, L., McLanahan, S., &Notterman,D.A. (2020). Shared Reading at Age 1 YearandLaterVocabulary: A Gene–Environment Study. Thejournal of Pediatrics, 216, 189- 196.
• Jiménez, T.C. , Filippini , A.L.&Gerber, M.M. (2006). Shared Reading WithinLatinoFamilies: An Analysis of Reading Interactionsand Language Use, BilingualResearchJournal, 30:2, 431-452, DOI: 10.1080/15235882.2006.10162884
• Kim, J.E. ve Anderson, J. (2008). Mother‐childsharedreadingwithprintanddigitaltexts. Journal of EarlyChildhoodLiteracy, 8(2), 213–245.
• Kim, S., Shahaeian, A. &Proust, J. (2018).Developmentaldiversity in mindreadingandmetacognition. In J. Proust& M. Fortier (Eds.), Metacognitivediversity: An interdisciplinaryapproach (p. 97–133). Oxford UniversityPress. https://doi.org/10.1093/oso/9780198789710.003.0006
• Kim, S., Shahaeian, A., &Proust, J. (2018). Developmentaldiversity in mindreadingandmetacognition. In J. Proust& M. Fortier (Eds.), Metacognitivediversity: An interdisciplinaryapproach (p. 97–133). Oxford UniversityPress. https://doi.org/10.1093/oso/9780198789710.003.0006
• Kotaman, H. (2007). Turkishparents’ dialogicalstorybookreadingexperiences: A phenomenologicalstudy. Journal of InstructionalPsychology, 34(4), 200-206.
• Kotaman, H. (2009) Impacts of dialogicalstorybookreading on youngchildren'sreadingattitudesandvocabularydevelopment. Reading Improvement, 45(2), 55-61.
• Krcmar, M. ve Cingel, D.P. (2014). Parent-childjointreading in traditionalandelectronicformats. Media Psychology, 17(3), 262-281, doi: 10.1080/15213269.2013.840243.
• Landis, J. R. &Koch, G. G. (1977). Themeasurement of observeragreementforcategorical data. Biometrics. 33, 159-174.
• Levy, R. Hall, M. ve Preece, J. (2018). Examiningthelinksbetweenparents’ relationshipswithreadingandsharedreadingwiththeirpre-schoolchildren. International Journal of EducationalPsychology, 7(2), 123-150. doi:10.17583/ijep.2018.3480.
• Lidz, C. S. (2003). Earlychildhoodassessment. New Jersey: John WileyandSons, Inc. MacDonald, K. ve Parke, R.D. (1986). Parent-Child Physical Play: TheEffects of Sex Age ofChildrenandParents. SexRoles, 15 (7/8). 367-378.
• Marjanovič-Umek, L., Hacin, K. ve Fekonja, U. (2017). Thequality of mother–childsharedreading: Itsrelationstochild’sstorytellingandhomeliteracyenvironment. Early Child Development andCare. doi: 10.1080/03004430.2017.1369975.
• Ormrod, J. E. (2018). Öğrenme Psikolojisi, (Çev. Ed. Mustafa Baloğlu), Ankara: Nobel yayıncılık. Öztürk, G., Hill, S. ve Yates, G. (2016). Familycontextandfive-year-oldchildren'sattitudestowardliteracywhentheyarelearningtoread. Reading Psychology, 37(3), 487–509. doi: 10.1080/02702711.2015.1066909.
• Raikes, H., Pan, B.A., Luze, G., Tamis-LeMonda, C.S., Brooks-Gunn, J., … ve Rodriguez, E.T. (2006). Mother-childbookreading in low‐incomefamilies: Correlatesandoutcomesduringthefirstthreeyears of life. Child Development, 77(4), 924-953.
• Revelle, G. ve Bowman, J. (2017). Parent-childdialoguewithebooks. In, Proceedings of the 10th International Conference on Interaction Design andChildren(pp. 346-351). New York: ACM. Erişim adresi: https://doi.org/10.1145/3078072.3079753.
• Revelle, G. ve Bowman, J. (2017, June). Parent-childdialoguewithebooks. In, Proceedings of the 10th International Conference on Interaction Design andChildren(pp. 346-351). New York: ACM. Erişim adresi: https://doi.org/10.1145/3078072.3079753 .
• Saracho, O.N. (2017). Parents’ sharedstorybookreading – learningtoread. Early Child Development andCare. 187(3-4), 554-567. doi: 10.1080/03004430.2016.1261514.
• Schapira, R. & Aram, D. (2020) SharedBook Reading at Home andPreschoolers’ Socio-emotionalCompetence, EarlyEducationand Development, 31:6, 819-837, DOI: 10.1080/10409289.2019.1692624.
• Sénéchal, M., Pagan, S., Lever, R. &Ouellette, G.P. (2008). RelationsAmongtheFrequency of Shared Reading and 4-Year-Old Children'sVocabulary, MorphologicalandSyntaxComprehension, andNarrativeSkills,EarlyEducationand Development,19 (1),27-44, DOI: 10.1080/10409280701838710.
• Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A.G. ve Harrison, L.J. (2018). Earlysharedreading, socioeconomicstatus, andchildren’scognitiveandschoolcompetencies: Sixyears of longitudinalevidence. ScientificStudies of Reading, 22(6), 485-502. doi: 10.1080/10888438.2018.1482901.
• Sonnenschein, S., &Munsterman, K. (2002). Theinfluence of home-basedreadinginteractions on 5-year-olds’ readingmotivationsandearlyliteracydevelopment. EarlyChildhoodResearchQuarterly, 17(3), 318-337.
• Tamis‐LeMonda, C. S., Shannon, J. D., Cabrera, N. J., &Lamb, M. E. (2004). Fathersandmothers at playwiththeir 2‐and 3‐year‐olds: contributionstolanguageandcognitivedevelopment. Child Development, 75(6), 1806-1820.
• Torr, J. (2020). How ‘shared’ is sharedreading: Book-focusedinfant–educatorinteractions in longday-carecentres. Journal of EarlyChildhoodLiteracy, 20(4), 815–838. https://doi.org/10.1177/1468798418792038
• Vandermaas-Peeler, M., Sassine, B., Price, C. ve Brilhart, C. (2011). Mothers ‘andfathers’ guidancebehavioursduringstorybookreading. Journal of EarlyChildhoodLiteracy, 12 (4), 415–442.
• Wertsch, J. V. (1988). L. S. Vygotsky’s ‘New’ theory of mind. AmericanScholar, 57, 81–90. Whitehurst, G. T. ve Lonigan, C. J. (1998). Child developmentandemergentliteracy. Child Development, 6 9(3), 848-872.
• Wu, C.C. ve Honig, A.S. (2010). Taiwanesemothers’ beliefsaboutreadingaloudwithpreschoolers: findingsfromtheparentreadingbeliefinventory. Early Child Development andCare, 180(5), 647-669, doi: 10.1080/03004430802221449.
• Yıldız Bıçakçı, M , Er, S. & Aral, N . (2018). Etkileşimli Öykü Kitabı Okuma Sürecinin Çocukların Dil Gelişimi Üzerine Etkisi . Kastamonu Eğitim Dergisi , 26 (1) , 201-208 . DOI: 10.24106/kefdergi.375865
• Zucker, T.A.,Cabell, S. Q.,Justice, L.M.,Pentimonti, J. M., &Kaderavek, J. N. (2013). DevelopmentalPsychology, 49(8), 1425-1439.
• Tashakkori, A., & Teddlie, C. (2003). Issues and dilemmas in teaching research methods courses in social and behavioural sciences: US perspective. International journal of social research methodology, 6(1), 61-77.