Journal of Mother Tongue Education
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An Investigation of Home Literacy Experiences of Preschool Parents

Year 2020, Volume: 8 Issue: 2, 628 - 645, 27.04.2020

Aylin YILMAZ HİĞDE Muhammet BAŞTUĞ Halime CİHAN

https://doi.org/10.16916/aded.650894
Cited By: 2

Abstract

This study aims to examine the home literacy experiences of parents who have children in preschool period. It is designed as a case study. 23 parents with lower, middle and higher socioeconomic status participated in the study. Data were collected through semi-structured interview questions. Findings of the study revealed that parents having lower socioeconomic status did not perform conscious home activities related to literacy until their child started preschool education. For parents having middle and higher socioeconomic status, it was observed that activities of home literacy such as interactive book reading with the child from an early age increased. As a conclusion, it can be concluded that as the socioeconomic status increases, a collaborative approach between school and home is adopted through home literacy activities with children at home.

Keywords

Home literacy, early literacy, parental experience, case study

References

  • Akkuş, S., Yılmazer, Y., Şahinöz, A., ve Sucaklı, İ. (2015). 3-60 ay arası çocukların televizyon izleme alışkanlıklarının incelenmesi. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi. 1(2), 351-360.
  • Akyüz, E. (2016). Okul öncesi dönem çocuklarının kendiliğinden ortaya çıkan okuryazarlık becerilerinin gelişimi ve ev okuryazarlık ortamı ile ilişkisi. Doktora tezi, Hacettepe Üniversitesi, Ankara.
  • Akyüz, E., ve Doğan, Ö. (2017). Ev okuryazarlık ortamı: tanımları, boyutları ve kendiliğinden ortaya çıkan okuryazarlık becerilerinin gelişimindeki rolü. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 4(3), 38-57.
  • Altun, D., ve Tantekin-Erden, F. (2015). Okuryazarlık süreci açısından ev-içi okuryazarlık ortamı: Çocukların ilkokula başlamadan önce ev-içi okuryazarlık deneyimlerinin incelenmesi. In 14th National Primary Teacher Education Symposium (USOS), Bartın, Türkiye.
  • Altun, D., Tantekin Erden, F., ve Snow, C. E. (2016). Filizlenen okuryazarlık: Okul öncesi dönem ses ve yazı farkındalığı becerilerini besleyen ev-içi kaynakların incelenmesi. İçinde Ö. Demirel ve S. Dinçer (Eds.). Eğitim Bilimlerinde Yenilikler ve Nitelik Arayışı (s. 505-529). Ankara: Pegem Akademi Yayınevi.
  • Audet D., Evans, M. A., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal-behavior relationships in junior kindergarten. Early Education and Development, 19(1), 112-137.
  • Baydar, N., Küntay, A. C., Yağmurlu, B., Aydemir, N., Çankaya, D., Göksen, F., ve Cemalcilar, Z. (2014). “It takes a village” to support the vocabulary development of children with multiple risk factors. Developmental Psychology, 50(4), 1014.
  • Beals, D. E., De Temple, J. M., & Dickinson, D. K. (1994). Talking and listening that support early literacy development of children from low-income families. In D. K. Dickinson (Ed.), Bridges to literacy: Children, families, and schools (p. 19–40). Blackwell Publishing.
  • Bingham, G. E. (2007). Maternal literacy beliefs and the quality of mother-child book-reading interactions: assoications with children's early literacy development. Early Education and Development, 18(1), 23-49.
  • Britto, P. R. (2001). Family literacy environments and young children’s emerging literacy skills. Reading Research Quarterly, 36(4), 346-347.
  • Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408-426.
  • Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. British Library Cataloguing in Publication Data. Master e-book ISBN.
  • Cunningham, A. E., & Zibulsky, J. (2011). Tell me a story: Examining the benefits of reading. S. B. Neuman ve D. K. Dickinson (Eds.). Handbook of Early Literacy Research (Cilt. 3, s.397-411). New York: Guilford Press.
  • Curenton, S. M., & Justice, L. M. (2008). Children's preliteracy skills: Influence of mothers' education and beliefs about shared-reading interactions. Early Education and Development, 19(2), 261-283.
  • Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Journal of Applied Developmental Psychology, 27, 31–41.
  • Dickinson, D. K., & Tabors, P. O. (1991). Early literacy: Linkages between home, school and literacy achievement at age five. Journal of Research in Childhood Education, 6(1), 30-46.
  • Dulay, K. M., Cheung, S. K., & McBride, C. (2018). Environmental correlates of early language and literacy in low-to middle-income Filipino families. Contemporary Educational Psychology, 53, 45-56.
  • Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., Cai, K. & Zill, N. (2007). Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558-580.
  • Ergül, C., Sarıca, A. D., Akoğlu, G., & Karaman, G. (2017). The home literacy environments of Turkish kindergarteners: Does SES make a difference?. International Journal of Instruction, 10(1), 187-202.
  • Goodman, Y. (2001). The development of initial literacy. In E. Cushman, E.R. Kintgen, B.M. Kroll & M. Rose (Eds.) Literacy: A critical sourcebook (pp. 316-324). Boston: Bedford/St. Martin’s.
  • Heath, S.B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76.
  • Jellinek, M., Patel, B. P., & Froehle, M. C. (2002). Bright futures in practice. Mental health practive guide (Vol. 1). Arlington VA: National Center for Education in Maternal and Child Health.
  • Kirby, J. R., & Hogan, B. (2008). Family literacy environment and early literacy development. Exceptionality Education International, 18(3), 112-130.
  • Kucer, S.B. (2009). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. (3rd Ed.). Mahwah, NY: Erlbaum.
  • Küntay, A. (2013). Learning to talk about chairs (and other things: Emergence and development of language-and-communication in children). Inaugural address. Utrecht University: Netherlands.
  • Larson, J. & Marsh, J. (2005). Making literacy real: Theories and practices for learning and teaching. Thousand Oaks, CA: Sage.
  • Leseman, P.P.M. (1993). How parents provide young children with access to literacy. In L. Eldering & P. Leseman (Eds.), Early intervention and culture (pp. 149–171). Paris: UNESCO.
  • Leseman, P. P. M., & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social‐emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318.
  • Martini, F., & Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 44(3), 210.
  • Mason, J.M. (1992). Reading stories to preliterate children: A proposed connection to reading. In P.B. Gough, L.C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 215–241). Hillsdale, NJ: Erlbaum.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Miles, M. B., Huberman, A. M. & Saldaña, J. (2014). Qualitative data analysis : A methods sourcebook (4th ed.). California: Sage Publications.
  • Moses, A. M., & Duke, N. K. (2008). Portrayals of print literacy in children's television programming. Journal of Literacy Research, 40(3), 251-289.
  • Norman, R. C. (2007). Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?. (Master Disertation). Brigham Young Universtiy
  • Onchwari, G., & Kenngwe, J. (2010). Teacher mentoring and early literacy learning: a case study of a mentor-coach initiative. Early Childhood Education Journal, 37, 311-317.
  • Otto, B. (2008). Language Development in Early Childhood. (3rd Ed.). Upper Saddle River, New Jersey: Merrill.
  • Özbek Ayaz, C. (2015). Ailelerin, okul öncesi dönemdeki çocuklarının okuryazarlık becerilerini desteklemek için kullandıkları okuryazarlık uygulamalarının incelenmesi: Tekirdağ ili örneği (Master's thesis, Çanakkale On sekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü).
  • Öztürk, C., ve Karayağız, G. (2007). Çocuk ve televizyon. Journal of Anatolia Nursing and Health Sciences, 10(2).
  • Puranik, C. S., Phillips, B. M., Lonigan, C. J., & Gibson, E. (2018). Home literacy practices and preschool children’s emergent writing skills: An initial investigation. Early Childhood Research Quarterly, 42, 228-238.
  • Purcell-Gates, V., & Dahl, K. L. (1991). Low-SES children's success and failure at early literacy learning in skills-based classrooms. Journal of Reading Behavior, 23(1), 1-34.
  • Senechal, M., LeFevre, J-A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116.
  • Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460.
  • Sim, S., Berthelsen, D., Walker, S., Nicholson J., & Fielding-Barnsley, R. (2014). A shared reading intervention with parents to enhance young children's early literacy skills. Early Child Development and Care, 184:11, 1531-1549.
  • Uluğ, E. (2018). Okul Öncesi Eğitim Kurumuna Devam Eden ve etmeyen 12-36 aylık çocukların ev erken okuryazarlık ortam özelliklerinin incelenmesi. Yüksek lisans tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı Okul Öncesi Eğitim Programı. Ankara.
  • Van Vechten, D. (2013). Impact of home literacy environments on students from low socioeconomic status backgrounds. Masters Thesis. St. John Fisher College, School of Arts and Sciences, New York.
  • Wagner, R.K., Torgesen, J.K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73–87.
  • Warren-Leubecker, A., & Carter, B.W. (1988). Reading and growth in metalinguistic awareness: Relations to socioeconomic status and reading readiness skills. Child Development, 59(3), 728–742.
  • Watson, R. (1989). Literate discourse and cognitive organization: Some relations between parents’ talk and 3-year-olds’ thought. Applied Psycholinguistics, 10 (2), 221–236.
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development. Journal of Early Childhood Literacy, 6(2), 191-211.
  • Wells, G. (1985a). Language development in the pre-school years. Cambridge, England: Cambridge University Press.
  • Wells, G. (1985b). Preschool literacy-related activities and success in school. In D.R. Olson, N.
  • Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.

Okul Öncesi Dönem Ebeveynlerinin Ev Okuryazarlığı Yaşantılarının İncelenmesi

Year 2020, Volume: 8 Issue: 2, 628 - 645, 27.04.2020

Aylin YILMAZ HİĞDE Muhammet BAŞTUĞ Halime CİHAN

https://doi.org/10.16916/aded.650894
Cited By: 2

Abstract

Bu çalışmanın amacı okul öncesi dönemde çocuğu olan ebeveynlerin ev okuryazarlığı yaşantılarının incelenmesidir. Araştırma durum çalışmasıdır. Araştırmaya alt, orta ve üst sosyoekonomik düzeyden 23 ebeveyn katılmıştır. Sosyoekonomik düzey belirlenirken ailenin ortalama aylık geliri, anne ve babanın eğitim düzeyleri ve meslek grupları dikkate alınmıştır. Veriler yarı yapılandırılmış görüşme soruları ile toplanmıştır. Tümevarımsal analiz kullanılarak analiz edilmiştir. Yapılan analizler sonucu elde edilen bulgulara göre, alt sosyoekonomik düzeyde yer alan ebeveynlerin, çocuk okul öncesi eğitime başlayana kadar okuryazarlık ile ilgili bilinçli ev etkinliklerine yer vermedikleri söylenebilir. Çocuk okula başladığında ise bu etkinlikler sadece ödevler ile sınırlı kalmıştır. Orta ve üst sosyoekonomik düzeyde ise ev okuryazarlığı aktivitelerinin arttığı, erken yaştan itibaren çocuğa etkileşimli olarak kitaplar okunduğu, evde kitaplık bulunması durumunun arttığı görülmüştür. Sosyoekonomik düzey arttıkça ev okuryazarlığı aktiviteleri aracılığıyla, okul ve ev arasında işbirliğine dayalı bir yaklaşımın benimsendiği söylenebilir.

Keywords

Ev okuryazarlığı, erken okuryazarlık, ebeveyn deneyimi, durum çalışması

References

  • Akkuş, S., Yılmazer, Y., Şahinöz, A., ve Sucaklı, İ. (2015). 3-60 ay arası çocukların televizyon izleme alışkanlıklarının incelenmesi. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi. 1(2), 351-360.
  • Akyüz, E. (2016). Okul öncesi dönem çocuklarının kendiliğinden ortaya çıkan okuryazarlık becerilerinin gelişimi ve ev okuryazarlık ortamı ile ilişkisi. Doktora tezi, Hacettepe Üniversitesi, Ankara.
  • Akyüz, E., ve Doğan, Ö. (2017). Ev okuryazarlık ortamı: tanımları, boyutları ve kendiliğinden ortaya çıkan okuryazarlık becerilerinin gelişimindeki rolü. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 4(3), 38-57.
  • Altun, D., ve Tantekin-Erden, F. (2015). Okuryazarlık süreci açısından ev-içi okuryazarlık ortamı: Çocukların ilkokula başlamadan önce ev-içi okuryazarlık deneyimlerinin incelenmesi. In 14th National Primary Teacher Education Symposium (USOS), Bartın, Türkiye.
  • Altun, D., Tantekin Erden, F., ve Snow, C. E. (2016). Filizlenen okuryazarlık: Okul öncesi dönem ses ve yazı farkındalığı becerilerini besleyen ev-içi kaynakların incelenmesi. İçinde Ö. Demirel ve S. Dinçer (Eds.). Eğitim Bilimlerinde Yenilikler ve Nitelik Arayışı (s. 505-529). Ankara: Pegem Akademi Yayınevi.
  • Audet D., Evans, M. A., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal-behavior relationships in junior kindergarten. Early Education and Development, 19(1), 112-137.
  • Baydar, N., Küntay, A. C., Yağmurlu, B., Aydemir, N., Çankaya, D., Göksen, F., ve Cemalcilar, Z. (2014). “It takes a village” to support the vocabulary development of children with multiple risk factors. Developmental Psychology, 50(4), 1014.
  • Beals, D. E., De Temple, J. M., & Dickinson, D. K. (1994). Talking and listening that support early literacy development of children from low-income families. In D. K. Dickinson (Ed.), Bridges to literacy: Children, families, and schools (p. 19–40). Blackwell Publishing.
  • Bingham, G. E. (2007). Maternal literacy beliefs and the quality of mother-child book-reading interactions: assoications with children's early literacy development. Early Education and Development, 18(1), 23-49.
  • Britto, P. R. (2001). Family literacy environments and young children’s emerging literacy skills. Reading Research Quarterly, 36(4), 346-347.
  • Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408-426.
  • Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. British Library Cataloguing in Publication Data. Master e-book ISBN.
  • Cunningham, A. E., & Zibulsky, J. (2011). Tell me a story: Examining the benefits of reading. S. B. Neuman ve D. K. Dickinson (Eds.). Handbook of Early Literacy Research (Cilt. 3, s.397-411). New York: Guilford Press.
  • Curenton, S. M., & Justice, L. M. (2008). Children's preliteracy skills: Influence of mothers' education and beliefs about shared-reading interactions. Early Education and Development, 19(2), 261-283.
  • Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Journal of Applied Developmental Psychology, 27, 31–41.
  • Dickinson, D. K., & Tabors, P. O. (1991). Early literacy: Linkages between home, school and literacy achievement at age five. Journal of Research in Childhood Education, 6(1), 30-46.
  • Dulay, K. M., Cheung, S. K., & McBride, C. (2018). Environmental correlates of early language and literacy in low-to middle-income Filipino families. Contemporary Educational Psychology, 53, 45-56.
  • Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., Cai, K. & Zill, N. (2007). Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558-580.
  • Ergül, C., Sarıca, A. D., Akoğlu, G., & Karaman, G. (2017). The home literacy environments of Turkish kindergarteners: Does SES make a difference?. International Journal of Instruction, 10(1), 187-202.
  • Goodman, Y. (2001). The development of initial literacy. In E. Cushman, E.R. Kintgen, B.M. Kroll & M. Rose (Eds.) Literacy: A critical sourcebook (pp. 316-324). Boston: Bedford/St. Martin’s.
  • Heath, S.B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76.
  • Jellinek, M., Patel, B. P., & Froehle, M. C. (2002). Bright futures in practice. Mental health practive guide (Vol. 1). Arlington VA: National Center for Education in Maternal and Child Health.
  • Kirby, J. R., & Hogan, B. (2008). Family literacy environment and early literacy development. Exceptionality Education International, 18(3), 112-130.
  • Kucer, S.B. (2009). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. (3rd Ed.). Mahwah, NY: Erlbaum.
  • Küntay, A. (2013). Learning to talk about chairs (and other things: Emergence and development of language-and-communication in children). Inaugural address. Utrecht University: Netherlands.
  • Larson, J. & Marsh, J. (2005). Making literacy real: Theories and practices for learning and teaching. Thousand Oaks, CA: Sage.
  • Leseman, P.P.M. (1993). How parents provide young children with access to literacy. In L. Eldering & P. Leseman (Eds.), Early intervention and culture (pp. 149–171). Paris: UNESCO.
  • Leseman, P. P. M., & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social‐emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318.
  • Martini, F., & Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 44(3), 210.
  • Mason, J.M. (1992). Reading stories to preliterate children: A proposed connection to reading. In P.B. Gough, L.C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 215–241). Hillsdale, NJ: Erlbaum.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Miles, M. B., Huberman, A. M. & Saldaña, J. (2014). Qualitative data analysis : A methods sourcebook (4th ed.). California: Sage Publications.
  • Moses, A. M., & Duke, N. K. (2008). Portrayals of print literacy in children's television programming. Journal of Literacy Research, 40(3), 251-289.
  • Norman, R. C. (2007). Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?. (Master Disertation). Brigham Young Universtiy
  • Onchwari, G., & Kenngwe, J. (2010). Teacher mentoring and early literacy learning: a case study of a mentor-coach initiative. Early Childhood Education Journal, 37, 311-317.
  • Otto, B. (2008). Language Development in Early Childhood. (3rd Ed.). Upper Saddle River, New Jersey: Merrill.
  • Özbek Ayaz, C. (2015). Ailelerin, okul öncesi dönemdeki çocuklarının okuryazarlık becerilerini desteklemek için kullandıkları okuryazarlık uygulamalarının incelenmesi: Tekirdağ ili örneği (Master's thesis, Çanakkale On sekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü).
  • Öztürk, C., ve Karayağız, G. (2007). Çocuk ve televizyon. Journal of Anatolia Nursing and Health Sciences, 10(2).
  • Puranik, C. S., Phillips, B. M., Lonigan, C. J., & Gibson, E. (2018). Home literacy practices and preschool children’s emergent writing skills: An initial investigation. Early Childhood Research Quarterly, 42, 228-238.
  • Purcell-Gates, V., & Dahl, K. L. (1991). Low-SES children's success and failure at early literacy learning in skills-based classrooms. Journal of Reading Behavior, 23(1), 1-34.
  • Senechal, M., LeFevre, J-A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116.
  • Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460.
  • Sim, S., Berthelsen, D., Walker, S., Nicholson J., & Fielding-Barnsley, R. (2014). A shared reading intervention with parents to enhance young children's early literacy skills. Early Child Development and Care, 184:11, 1531-1549.
  • Uluğ, E. (2018). Okul Öncesi Eğitim Kurumuna Devam Eden ve etmeyen 12-36 aylık çocukların ev erken okuryazarlık ortam özelliklerinin incelenmesi. Yüksek lisans tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı Okul Öncesi Eğitim Programı. Ankara.
  • Van Vechten, D. (2013). Impact of home literacy environments on students from low socioeconomic status backgrounds. Masters Thesis. St. John Fisher College, School of Arts and Sciences, New York.
  • Wagner, R.K., Torgesen, J.K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73–87.
  • Warren-Leubecker, A., & Carter, B.W. (1988). Reading and growth in metalinguistic awareness: Relations to socioeconomic status and reading readiness skills. Child Development, 59(3), 728–742.
  • Watson, R. (1989). Literate discourse and cognitive organization: Some relations between parents’ talk and 3-year-olds’ thought. Applied Psycholinguistics, 10 (2), 221–236.
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development. Journal of Early Childhood Literacy, 6(2), 191-211.
  • Wells, G. (1985a). Language development in the pre-school years. Cambridge, England: Cambridge University Press.
  • Wells, G. (1985b). Preschool literacy-related activities and success in school. In D.R. Olson, N.
  • Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Aylin YILMAZ HİĞDE
İSTANBUL ÜNİVERSİTESİ - CERRAHPAŞA
0000-0001-9220-6847
Türkiye

Muhammet BAŞTUĞ
HASAN ALİ YÜCEL EĞİTİM FAKÜLTESİ
0000-0002-5949-6966
Türkiye

Halime CİHAN
Ümraniye Emrullah Turanlı İlkokulu
0000-0001-5916-7540
Türkiye

Publication Date April 27, 2020
Published in Issue Year 2020Volume: 8 Issue: 2

Cite

APA Yılmaz Hiğde, A. , Baştuğ, M. & Cihan, H. (2020). Okul Öncesi Dönem Ebeveynlerinin Ev Okuryazarlığı Yaşantılarının İncelenmesi . Ana Dili Eğitimi Dergisi , 8 (2) , 628-645 . DOI: 10.16916/aded.650894

Cited By

Adaptation of Feelings About School (FAS) Measure to Turkish Culture: Validity and Reliabilitiy Study
Bayburt Eğitim Fakültesi Dergisi
https://doi.org/10.35675/befdergi.950072
Okul Öncesi Dönem Çocuğu Olan Ebeveynlerin Okuryazarlık Durumları: Karma Yöntem Çalışması
Ana Dili Eğitimi Dergisi
https://doi.org/10.16916/aded.1003135

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