Annelerin 12-36 aylık bebekleri ile birlikte kitap okuma deneyimlerinin incelenmesi
Abstract
The purpose of this research is to examine shared book reading experiences of mothers and their 12-to-36-month-old toddlers. The quantity, quality, and mothers' opinions on these experiences were examined. A qualitative case study design was used, and the sample consisted of eight mothers and their toddlers selected through criterion sampling. Content analysis was used to analyze the data collected through observations and semi-structured interviews. The study results revealed that mothers valued reading to their toddlers, and were able to read for different purposes in addition to supporting their language development. Although all the toddlers had books at home, the diversity of the books was limited, and mothers need to be more conscious about book selection. Results also revealed that mothers demonstrated some quality reading behaviors, and ensured toddlers verbal participation, but their language use was limited to labeling, they rarely act outed or dramatized the story and neglected post-reading activities.
References
Abraham, L. M., Crais, E., and Vernon-Feagans, L. (2013). Early maternal language use during book sharing in families from low-income environments. American Journal of Speech-Language Pathology, 22, 71-83. https://doi.org/10.1044/1058-0360(2012/11-0153)
Akıncı Coşgun, A. ve Akkurt, S. (2022). Ebeveynlerin çocuklarına hikaye kitabı seçme ve okuma durumlarının incelenmesi. International Journal of Eurasia Social Sciences (IJOESS), 13(49), 1126-1144. https://doi.org/10.35826/ijoess.3193
Anderson, N. J., Graham, S. A., Prime, H., Jenkins, J. M., & Madigan, S. (2021). Linking quality and quantity of parental linguistic input to child language skills: A meta-analysis. Child Development, 92(2), 484-501. https://doi.org/10.1111/cdev.13508
Arıcı, M. ve Tüfekci Akcan, A. (2019). Okul öncesi dönemde anne-çocuk birlikte hikaye kitabı okuma davranışlarının incelenmesi. Yaşadıkça Eğitim, 33(1), 100-120. https://doi.org/10.33308/26674874.201933195
Berk, L. (2020). Bebekler ve çocuklar doğum öncesinden orta çocukluğa. (N. Işıkoğlu Erdoğan, Çev.) Ankara: Nobel Akademik Yayıncılık.
Berkule, S. B., Dreyer, B. P., Huberman, H. S., Fierman, A. H., and Mendelsohn, A. L. (2007). Attitudes about shared reading among at-risk mothers of newborn babies. Ambulatory Pediatrics, 7(1), 45-50. https://doi.org/10.1016/j.ambp.2006.10.004
Berkule, S. B., Dreyer, B. P., Klass, P. E., Huberman, H. S., Hsiang, S. Y., and Mendelsohn, A. L. (2008). Mothers’ Expectations for shared reading after delivery: Implications for reading activities at 6 months. Ambulatory Pediatrics, 8(3), 169-74. https://doi.org/10.1016/j.ambp.2008.01.002
Blake, J., Macdonald, S., Bayrami, L., Agosta, V., and Milian, A. (2006). Book reading styles in dual-parent and single-mother families. British Journal of Educational Psychology, 76, 501-515. https://doi.org/10.1348/000709905X49719
Brown, M. I., Wang, C., and McLeod, S. (2022). Reading with 1–2 year olds impacts academic achievement at 8–11 years. Early Childhood Research Quarterly, 58, 198-207. https://doi.org/10.1016/j.ecresq.2021.09.008
Brown, M. I., Westerveld, M. F., and Gillon, G. T. (2017). Early storybook reading with babies and young children: Parents’ opinions and home reading practices. Australasian Journal of Early Childhood, 42(2), 69-77. https://doi.org/10.23965/AJEC.42.2.09
Brown, M. I., Westerveld, M. F., Trembath, D., and Gillon, G. T. (2017). Promoting language and social communication development in babies through an early storybook reading intervention. International Journal of Speech-Language Pathology, 1-13. https://doi.org/10.1080/17549507.2017.1406988
Creswell, J. W. (2020). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Ankara: Siyasal Kitabevi.
Daniels, D., Salley, B., Walker, C., and Bridges, M. (2022). Parent book choices: How do parents select books to share with infants and toddlers with language impairment?. Journal of early childhood literacy, 22(2), 279–307. https://doi.org/10.1177/1468798420985668
Demir-Lira, Ö. E., Applebaum, L. R., Goldin-Meadow, S., and Levine, S. C. (2019). Parents' early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input. Developmental Science, 22(3). https://doi.org/10.1111/desc.12764
Dicataldo, R., and Roch, M. (2022). How does toddlers’ engagement in literacy activities ınfluence their language abilities? International Journal of Environmental Research and Public Health, 526, 1-19. https://doi.org/10.3390/ijerph19010526
Dwyer, J., and Neuman, S. B. (2008). Selecting books for children birth through four: A developmental approach. Early Childhood Education, 35, 489-494. https://doi.org/10.1007/s10643-008-0236-5
Edwards, C. M. (2012). Maternal literacy practices and toddlers’ emergent literacy skills. Journal of Early Childhood Literacy, 14(1), 53-79. https://doi.org/10.1177/1468798412451590
Ersoy, Ö. ve Bayraktar, V. (2015). Annelerin öğrenim durumlarına göre çocuklarını kitapla buluşturma konusundaki durumlarının incelenmesi (Çalışma kapsamı: 57 il). İlköğretim Online, 14(4), 1406-1415. https://doi.org/10.17051/io.2015.85927
Gardner-Neblett, N., Holochwost, S. J., Cranley Gallagher, K., Iruka, I. U., Odom, S. L., and Pungello Bruno, E. (2017). Books and Toddlers in Child Care: Under What Conditions are Children Most Engaged? Child Youth Care Forum, 46, 473-493. https://doi.org/10.1007/s10566-017-9391-4
Gönen, M. S., Yıldız, E., Bilgen, Z. ve Türe Köse, H. B. (2022). Okul öncesi dönem çocuğu olan ebeveynlerin okuryazarlık durumları: Karma yöntem çalışması. Ana Dili Eğitimi Dergisi, 10(1), 32-59. https://doi.org/10.16916/aded.1003135
Gönen, M., Burçak, F., Uysal, H. ve Bediz, E. (2019). 0-3 Yaş Dönemi Kitapları. M. Gönen (Ed.) içinde, Erken Çocukluk Döneminde Çocuk Edebiyatı (s. 77-92). Ankara: Eğiten Kitap.
Gönen, M., Uludağ, G., Fındık Tanrıbuyurdu, E. ve Tüfekçi, E. (2014). 0-3 yaş çocuklarına yönelik resimli çocuk kitaplarının özelliklerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 126-139.
Hart, B., and Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing.
Hargrave, A. C., and Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90. https://doi.org/10.1016/S0885-2006(99)00038-1
Hepburn, E., Egan, B., and Flynn, N. (2010). Vocabulary acquisition in young children: The role of the story. Journal of Early Childhood Literacy, 10(2), 159-182. https://doi.org/10.1177/1468798410363754
Hindman, A. H., Skibbe, L. E., and Foster, T. D. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: evidence from the early childhood longitudinal study-birth cohort. Read Writ, 27, 287–313. https://doi.org/10.1007/s11145-013-9445-4
Hutton, J. S., Phelan, K., Horowitz-Kraus, T., Dudley, J., Altaye, M., DeWitt, T., and Holland, S. K. (2017). Shared reading quality and brain activation during story listening in preschool-age children. The Journal of Pediatrics, 191, 204-211. https://doi.org/10.1016/j.jpeds.2017.08.037
Işıkoğlu Erdoğan, N. (2016). Erken çocukluk döneminde çocuk-ebeveyn birlikte okuma etkinliklerinin incelenmesi. Kastamonu Eğitim Dergisi, 24(3), 1071-1086.
Işıkoğlu Erdoğan, N., Atan , A., Asar, H., Mumcular, F., Yüce, A., Kiraç, M. ve Kilimlioğlu, Ç. (2016). Ebeveyn ve öğretmenlerin birlikte hikâye okuma etkinliklerinin incelenmesi. İlköğretim Online, 15(1), 125-135. https://doi.org/10.17051/io.2016.05211
Kucirkova, N., Dale, P. S., and Sylva, K. (2016). Parents reading with their 10-month-old babies: Key predictors for high-quality reading styles. Early Child Development and Care, 1-14. https://doi.org/10.1080/03004430.2016.1211117
Küntay, A. C. (2013). Learning to talk about chairs (and other things): Emergence and development of language and communication in children. Amersfoort, Netherlands: University of Utrecht. http://princeclauschair.squarespace.com/storage/documents/2013.06.13%20Inaugural%20Address%20Kntay%20DEF.pdf adresinden alındı
Li, L., and Fleer, M. (2015). Family pedagogy: Parent-child interaction in shared book reading. Early Child Development and Care, 185(11-12), 1944-1960. https://doi.org/10.1080/03004430.2015.1028398
Loeb, D. F., Imgrund, C., Greb, R., and Barlow, S. M. (2015). Maternal shared reading with toddlers born preterm and full-term. Journal of Communication Disorders, Deaf Studies and Hearing Aids, 3(1), 1-6. https://doi.org/10.4172/2375-4427.1000128
Logan, J. A., Justice, L. M., Yumuş, M., and Chaparro-Moreno, L. J. (2019). When children are not read to at home: The Million Word Gap. Journal of Developmental and Behavioral Pediatrics, 40(5), 383-386. https://doi.org/10.1097/DBP.0000000000000657
Lynch-Brown, C. G., Tomlinson, C. M., and Short, K. G. (2014). Essentials of children's literature (7th edition). Boston: Pearson.
Marvin, C. A., and Ogden, N. J. (2002). A Home Literacy Inventory. Young Exceptional Children, 5(2), 2-10. https://doi.org/10.1177/109625060200500201
Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber. Ankara: Nobel Akademik Yayıncılık.
Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd edition). Thousand Oaks, CA: Sage.
Miles, M. B., and Huberman, A. M. (2016). Nitel Veri Analizi. Ankara: Pegem Akademi.
Muhinyi, A., and Rowe, M. L. (2019). Shared reading with preverbal infants and later language development. Journal of Applied Developmental Psychology, 64. https://doi.org/10.1016/j.appdev.2019.101053
Nathanson, A. I., and Rasmussen, E. E. (2011). TV viewing compared to book reading and toy playing reduces responsive maternal communication with toddlers and preschoolers. Human Communication Research, 37, 465-487. https://doi.org/10.1111/j.1468-2958.2011.01413.x
Neuman, S. B., Dwyer, J., and Koh, S. (2007). The Child/Home Early Language and Literacy Observation (CHELLO) Tool. Baltimore, MD: Brookes Publishing Company.
Oghi, S., Loo, K. K., and Mizuike, C. (2020). Frontal brain activation in young children during picture book reading with their mothers. Acta Pediatrica, 99(2), 225-229. https://doi.org/10.1111/j.1651-2227.2009.01562.x
Otto, B. (2021). Erken çocukluk eğitiminde dil gelişimi. (F. Turan, and G. Akoğlu, Çev.) Ankara: Nobel Akademik Yayıncılık.
Özçalışkan, Ş. ve Hodges, L. E. (2017). Jestlerin çocukların dilsel ve bilişsel gelişimindeki rolü. İçinde Ç. Aydın, T. Göksun, A. C. Küntay, and D. Tahiroğlu (Ed.) Aklın çocuk hali: Zihin gelişimi araştırmaları (s. 83-106). İstanbul: Koç Üniversitesi Yayınları.
Patel, S., Segal, A., and Martin-Chang, S. (2020). "I love this story!" Examining parent-child interactions during storybook reading. Early Education and Development, 1-17. https://doi.org/10.1080/10409289.2020.1755159
Raikes, H., Alexander Pan, B., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J., . . . Rodriguez, E. T. (2006). Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life. Child Development, 77(4), 924-953. https://doi.org/10.1111/j.1467-8624.2006.00911.x
Sever, S. (2019). Çocuk ve edebiyat. İzmir: Tudem Yayıncılık.
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., and Harrison, L. J. (2018). Early shared reading, socioecenomic status, and children's cognitive and school competenceis: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502. https://doi.org/0.1080/10888438.2018.1482901
Şimşek, Z. C. ve Işıkoğlu Erdoğan, N. (2021). Comparing the effects of different book reading techniques on young children’s language development. Reading and Writing. https://doi.org/10.1007/s11145-020-10091-9
Taşçı, E. (2019). 0-36 ay çocuklara yönelik resimli çocuk kitaplarının bir analizi (Yayımlanmamış Yüksek Lisans Tezi) Hacettepe Üniversitesi, Ankara.
Tokur, S. N. (2022). 6-36 ay arasında bebeği olan anne-babaların çocuk kitaplarının gelişimsel yönü ile ilgili deneyimlerinin ve düşüncelerinin incelenmesi (Yayımlanmamış Doktora Tezi) Hacettepe Üniversitesi, Ankara.
Towell, J. L., Bartram, L., Morrow, S., and Brown, S. L. (2019). Reading to babies: Exploring the beginnings of literacy. Journal of Early Childhood Literacy, 0(0), 1-17. https://doi.org/10.1177/1468798419846199
Trivette, C. M., Dunst, C. J., and Gorman, E. (2010). Effects of parent-mediated joint book reading on the early language development of toddlers and preschoolers. CELLReviews, 3(2), 1-15.
Tür, G., and Turla, A. (1999). Okul öncesinde çocuk, edebiyat ve kitap. İstanbul: Ya-Pa Yayın.
Uluğ, E. (2018). Okul öncesi eğitim kurumuna devam eden ve etmeyen 12-36 aylık çocukların ev erken okuryazarlık ortam özelliklerinin incelenmesi (Yayımlanmamış Yüksek Lisans Tezi) Ankara Üniversitesi, Ankara.
Ünlütabak, B., Aktan-Erciyes, A., Yılmaz, D., Kandemir, S., and Göksun, T. (2022). Parental input during book reading and toddlers' elicited and spontaneous communicative interactions. Journal of Applied Developmental Psychology, 81, 1-12. https://doi.org/10.1016/j.appdev.2022.101436
Ünsal, F. Ö. ve Çelik, B. (2020). Erken Çocukluk Döneminde Kitap Seçimi. Ş. Ceylan (Ed.) içinde, Çocuk Edebiyatı (s. 83-99). Ankara: Eğiten Kitap.
Vandermaas-Peeler, M., Sassine, B., Price, C., and Brilhart, C. (2011). Mothers' and fathers' guidance behaviours during storybook reading. Journal of Early Childhood Literacy, 12(4), 415-442. https://doi.org/10.1177/1468798411417381
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Cambridge: Harvard University Press.
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., and Fischel, J. E. (1994). A Picture book reading intervention in day care and home for children from low – income families. Developmental Psychology, 30, 679-689. https://doi.org/10.1037/0012-1649.30.5.679
Yıldırım, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yumuş, M. (2018). Paylaşımlı kitap okuma müdahale programının ebeveynlerin deneyimlerine bebeklerin dil gelişimlerine ve erken okuryazarlık becerilerine etkisi (Yayımlanmamış Doktora Tezi) Hacettepe Üniversitesi, Ankara.
Published
How to Cite
Issue
Section
Copyright (c) 2024 Erken Çocukluk Çalışmaları Dergisi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
