Kapsayıcı Eğitim Uygulamaları Yürütülen Sınıflarda Dil Gelişimini Desteklemede Etkileşimli Kitap Okuma Uygulamaları: Okul Öncesi Öğretmenlerinin Görüşleri

Öz

Etkileşimli Kitap Okuma (EKO) uygulamaları, okul öncesi öğretmenlerinin çocuklara dil becerilerini ve erken okuryazarlık becerilerini kazandırmalarında önemli bir yer tutmaktadır. Bu çalışmada erken çocukluk döneminde kapsayıcı eğitim uygulamalarının yürütüldüğü sınıflarda görevli EKO eğitimi verilen okul öncesi öğretmenlerinin kapsayıcı eğitim sınıflarında EKO uygulamaları ile çocukların dil gelişiminin desteklenmesi hakkındaki görüşleri değerlendirilmiştir. Araştırmaya amaçlı örneklem yoluyla gönüllülük ilkesine göre belirlenen 6 okul öncesi öğretmeni dâhil edilmiştir. Nitel araştırma yöntemiyle fenomenolojik desende gerçekleşen bu çalışmada veriler 2022-2023 eğitim öğretim yılı bahar döneminde yüz yüze gerçekleşen yarı yapılandırılmış görüşmelerle elde edilmiştir. Veriler nitel araştırma yöntemine uygun olarak içerik analizi ile analiz edilmiştir. Analizler “Aile ve okul ortamı farkı”, “Akran etkileşiminde deneyimler”, “Sosyal katılım becerileri” ve “Dil ve iletişim becerilerinin desteklenmesinde öğretmen yeterlikleri’’ olmak üzere dört ana temada toplanmıştır. Araştırmada öğretmenler Etkileşimli Kitap Okuma uygulamalarının erken okuryazarlık becerileri için önemli olduğunu vurgulamışlardır. Ayrıca erken okuryazarlık becerileri ve çocukların dil gelişimini destekleme konusunda mesleki eğitimlere gereksinimleri olduğunu belirtmişlerdir. Çalışmada öğretmenler erken dönemde ailenin okuma etkinliklerinde daha aktif olarak yer almasının önemine dikkat çekmişlerdir.

Anahtar Kelimeler

• Etkileşimli kitap okuma
• Okul Öncesi Öğretmeni
• Dil gelişimi

Dialogic Reading Practices to Support Language Development in Inclusive Education Classrooms: Perspectives of Preschool Teachers

Öz

Dialogic Reading practices play a crucial role in equipping preschool teachers with the tools to foster language and early literacy skills in young children. This study investigates the perspectives of preschool teachers who work in early childhood classrooms implementing inclusive education practices and have undergone training in Dialogic Reading (DR). The study included six preschool teachers who volunteered to participate, selected through purposive sampling. Employing a qualitative research method with a phenomenological design, data were collected through face-to-face semi-structured interviews during the spring term of the 2022-2023 academic year. The data analysis followed content analysis principles in alignment with qualitative research methods. The analyses revealed results organized into four key themes: "Difference Between Family and School Environments", "Peer Interaction Experiences", "Social Participation Skills", and "Teacher Competencies in Fostering Language and Communication Skills." The teachers underscored the significance of Dialogic Reading practices in promoting early literacy skills. Additionally, they voiced the need for professional development to enhance their ability to support children's early literacy and language skills. Furthermore, the teachers emphasized the importance of increased family engagement in early reading activities.

Anahtar Kelimeler

• Dialogic Reading
• Preschool teacher
• Language development

Kaynakça

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