Araştırma Makalesi
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Okul Öncesi Öğrenci Annelerinin Etkileşimli Okuma Deneyimleri

Yıl 2022, Cilt 10, Sayı 2, 385 - 400, 28.04.2022
https://doi.org/10.16916/aded.1067697

Öz

Çalışmanın hedefi; etkileşimli okuma uygulamasına katılan okul öncesi dönemdeki çocukların annelerinin uygulama ile ilgili deneyimlerini belirlemektir. Araştırmada nitel araştırma yaklaşımının fenomenoloji deseninden faydalanılmıştır. Çalışmaya uygun durum örneklemesi yolu ile seçilen çocuğu okul öncesi dönemde bulunan 7 anne katılmıştır. Yarı yapılandırılmış görüşme aracı ile elde edilen veriler betimsel analiz ile analiz edilmiştir. Analiz sonunda annelerin çocukları ile ara sıra geleneksel yöntemle kitap okuduklarını bunun sonunda çocuklarının sadece dinleme becerilerinde gelişme olduğunu belirtmişlerdir. Etkileşimli okumanın, geleneksel okumadan daha eğlenceli olması nedeni ile farklılaştığını söyleyen anneler, etkileşimli okumanın çocuklarının hayal dünyasını geliştirmesi nedeniyle bundan sonraki okumalarında etkileşimli okumayı tercih edeceklerini ifade etmişlerdir. Etkileşimli okumanın kendilerinin empati duygularını, çocuklarının ise bilişsel açıdan dinleme, konuşma, anlama becerilerini; duyuşsal açıdan mutluluk duygusunu geliştirdiğini; sosyal alanda ise arkadaşlık ilişkilerini güçlendirdiğini vurgulamışlardır.

Kaynakça

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Dialogic Reading Experiences of Preschool Student Mothers

Yıl 2022, Cilt 10, Sayı 2, 385 - 400, 28.04.2022
https://doi.org/10.16916/aded.1067697

Öz

The aim of the study is to determine the experiences of mothers of preschool children participating in dialogic reading practice. The phenomenology pattern of the qualitative research approach was used in the research. Seven mothers whose children were in the pre-school period participated in the study, which was selected through appropriate case sampling. The data obtained with the semi-structured interview tool were analyzed with descriptive analysis. At the end of the analysis, they stated that mothers occasionally read books with their children using the traditional method, and at the end of this, only the listening skills of their children improved. Mothers who said that dialogic reading differs from traditional reading because it is more fun, stated that they would prefer dialogic reading in their future readings because dialogic reading develops their children's imagination. They emphasized that dialogic reading improves their empathy, their children's cognitive skills of listening, speaking and understanding, and their emotional happiness, and strengthens friendships in the social field.

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  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Ergün YURTBAKAN> (Sorumlu Yazar)
Faruk Basaran Bilim ve Sanat Merkezi
0000-0001-8811-6320
Türkiye


Elif Gül YURTBAKAN Bu kişi benim
Osman Altıntaş Ortaokulu
0000-0003-0322-2613
Türkiye

Yayımlanma Tarihi 28 Nisan 2022
Yayınlandığı Sayı Yıl 2022, Cilt 10, Sayı 2

Kaynak Göster

APA Yurtbakan, E. & Yurtbakan, E. G. (2022). Okul Öncesi Öğrenci Annelerinin Etkileşimli Okuma Deneyimleri . Ana Dili Eğitimi Dergisi , 10 (2) , 385-400 . DOI: 10.16916/aded.1067697

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Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.