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Literature Circle Method Practices with Preschool Teachers through Children’s Books: An Action Research Example

Year 2023, Volume: 7 Issue: 3, 1022 - 1045, 30.11.2023

Abstract

The aim of this study is to increase the interaction between the educator and the book by discussing the picture storybooks used in the picture story reading activities carried out by the preschool educators through the literature circle methods. Thus, the contribution of the literature circle to the effectiveness of the educator in the reading process was attempted to be determined. Literature circle applications are based on the Reader Response Theory, which was put forward by Rosenblatt. Since it aims to intervene in an educational situation and is carried out directly with preschool educators, this study was designed with action research, one of the qualitative research methods. In this study, action research was used for the teaching methods, learning strategies, and in-service development of preschool educators. The participants of the research are four preschool educators. Criterion sampling technique was used to determine the participants. As for the data collection, semi-structured interview form, participants’ diaries, and researcher's diary were used. Content analysis technique was used in the analysis of the data. At the end of the research, it was concluded that the literature circle method affected the reading process in three different ways. These are (a) professional development, (b) relativity for the student, and (c) planning the teaching process. It was concluded that the reading circle method had a positive effect on the professional development of the participants, enabling the proper reading process for the student and effective planning of in-class practices. In the light of the research findings, it is recommended that more studies be conducted to enable preschool educators to examine and understand picture storybooks in more detail. In addition, hands-on workshops and further research studies can be carried out that enable preschool educators to get to know picture storybooks and make use of these books in their schools through different reading methods.

References

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  • Avcı, S., Yüksel, A., & Akıncı, T. (2010). Literature circles: an effective method to develop reading habit. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 32(32), 5-24.
  • Balantekin, M., & Pilav, S. (2017). Okuma çemberi yönteminin okuduğunu anlama becerisine etkisi [The effect of the reading circle method on understanding skills]. Kırıkkale University Journal of Social Science (KUJSS), 7, 149-170.
  • Beach, L. R. (1993). Broadening the definition of decision making: the role of prechoice screening of options. Psychological Science, 4(4), 215–220.
  • Beyhan, A. (2013). Eğitim örgütlerinde eylem araştırması [Action research in educational organizations]. Journal of Computer and Education Research, 1(2), 65-89.
  • Blum, H. T., Lipsett, L. R., & Yocom, D. J. (2002). Literature circles: A tool for self-determination in one middle school inclusive classroom. Remedial and Special Education, 23(2), 99-108.
  • Branquinho, C., & de Matos, M. G. (2019). The “Dream Teens” project: After a two-year participatory action-research program. Child Indicators Research, 12(4), 1243-1257.
  • Briggs, S. R. (2010). Using literature circles to increase reading comprehension in third grade elementary students [Unpublished master’s dissertation]. Dominican University of California.
  • Brookshire, J. Scharff, L. F. V., & Moses, L. E. (2002). The influence of illustrations on children’s book preferences and comprehension. Reading Psychology, 23(4), 323-339.
  • Campbell Hill, B. (2010, March 19 - 20). Literature circles and the heart of response (Grades 1-8) [Conference presentation]. CEESA Conference, Tallinn, Estonia.
  • Cohan, A., & Honigsfeld, A. (2011). Breaking the mold of preservice and inservice teacher education: Innovative and successful practices for the twenty-first century. Rowman & Littlefield Education.
  • Connell, J. M. (2008). The emergence of pragmatic philosophy’s influence on literary theory: Making meaning with texts from a transactional perspective. Educational Theory, 58(1), 102-122.
  • Connell, R. W. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Record, 98(2), 206-235.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri [Qualitative research methods]. (M. Bütün & S. B. Demir, Trans.). Siyasal Kitabevi. Çatalcalı Soyer, A. (2009). Okul öncesi dönem çocuk hikâye kitapları: Stereotipler ve kimlikler [Storybooks of the pre-school kids: Stereotypes and identities]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 0(1), 13-27.
  • Çermik, H., Doğan, B., Ateş, S., & Yıldırım, K. (2019). Öğretmen adaylarının okuma çemberlerine ilişkin görüşleri [Preservice teachers’ views on literature circles]. The Journal of Academic Social Science, 7(87),1-15.
  • Daniels, H. (1994). Literature circles: Voice and choice in book clubs and reading groups. Stenhouse.
  • Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Stenhouse.
  • Demény, P. (2012). Developing written text production competence using the reader-response method. Acta Didactica Napocensia, 5(3), 53-60.
  • Doğan, B., Çermik, H., Ateş, S., & Yıldırım, K. (2019). Öğretmen adaylarının okuma çemberlerinde üstlendikleri rollere ilişkin görüşleri [Preservice teachers’ views on the roles they took in literature circles]. Journal of Mother Tongue Education, 7(1), 141-157.
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  • Eeds, M., & Peterson, R. (1991). Teacher as curator: Learning to talk about literature. The Reading Teacher, 45(2), 118–126.
  • Gansen, H. M. (2019). Push-ups versus clean-up: Preschool teachers’ gendered beliefs, expectations for behavior, and disciplinary practices. Sex Roles, 80(7-8), 393-408.
  • Gönen, M., Karakuş, H., Uysal, H., Kehci, A., Ulutaş, Z. & Kahve, Ö. (2015). Resimli çocuk kitaplarının içerik ve resimleme özelliklerinin bazı değişkenler açısından incelenmesi [Analysis of children's picture books in terms of certain variables on content and ıllustration features]. Hacettepe University Journal of Education, 31(49), 724-735.
  • Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2019). Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills. Read Writing, 32, 1061–1084.
  • Gümüşoğlu, F. (2008). Ders kitaplarında toplumsal cinsiyet [Gender in school text books]. Toplum ve Demokrasi Dergisi, 2(4), 39-50.
  • Hagen, Å, M. (2018). Improving the odds: Identifying language activities that support the language development of preschoolers with poorer vocabulary skills. Scandinavian Journal of Educational Research, 62(5), 649-663.
  • Hatun, E. T., & Kurtlu, Y. (2019). Okuma çemberi yönteminin öğrencilerin eleştirel okuma becerilerine etkisi [The effect of the method of literature circles on students' critical reading skills]. Ekev Akademi Dergisi, 23(78), 191-203.
  • Hinds, J. (2019). A case study for improving reading comprehension in third grade using literature circles [Unpublished master's thesis]. Trinity Western University.
  • Işıkoğlu Erdoğan, N., & Şimşek, Z. C. (2020). Erken çocukluk eğitimi öğretmenlerinin hikâye anlatma/kitap okuma uygulamaları tercihleri ve nedenleri [Early childhood education teachers’ storytelling and reading practice preferences and their reasons]. Journal of Mother Tongue Education, 8(4), 1519-1533.
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  • Johnson, W. F. (2022). Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods. Journal of Early Childhood Literacy, 22(3), 408-432.
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Okul Öncesi Öğretmenleri ile Çocuk Kitapları Aracılığıyla Okuma Çemberi Uygulamaları: Bir Eylem Araştırması Örneği

Year 2023, Volume: 7 Issue: 3, 1022 - 1045, 30.11.2023

Abstract

Bu çalışmanın amacı, okul öncesi öğretmenleri tarafından gerçekleştirilen resimli öykü okuma etkinliklerinde kullanılan kitapları edebiyat halkası yöntemiyle ele alarak eğitimci ve kitap arasındaki etkileşimi arttırmaktır. Böylece edebiyat halkası yönteminin okuma sürecinde eğitimcinin etkililiğine katkısı belirlenmeye çalışılmıştır. Edebiyat halkası uygulamaları, Rosenblatt tarafından ortaya atılan OkurTepki Teori'sine dayanmaktadır. Bir eğitim durumuna müdahale etmeyi amaçlaması ve doğrudan okul öncesi eğitimcileri ile yürütülmesi nedeniyle bu çalışma nitel araştırma yöntemlerinden eylem araştırması ile tasarlanmıştır. Bu çalışmada, okul öncesi eğitimcilerin öğretim yöntemleri, öğrenme stratejileri ve hizmet içi gelişimleri için eylem araştırması kullanılmıştır. Araştırmanın katılımcılarını dört okul öncesi eğitimcisi oluşturmaktadır. Katılımcıların belirlenmesinde ölçüt örneklem tekniği kullanılmıştır. Verilerin toplama tekniği olarak yarı yapılandırılmış görüşme formu, katılımcı günlükleri ve araştırmacı günlüğünden yararlanılmıştır. Veriler, içerik analizi tekniği ile çözümlenmiştir. Araştırmanın sonucunda edebiyat halkası yönteminin okuma sürecini üç farklı şekilde etkilediği sonucuna ulaşılmıştır. Bunlar (a) mesleki gelişim, (b) öğrenciye görelilik ve (c) öğretim sürecini planlamadır. Edebiyat halkası yönteminin öğrencilerin mesleki gelişimlerine olumlu etkisi olduğu, öğrenciye uygun okuma sürecini sağladığı ve sınıf içi uygulamaların etkili bir şekilde planlandığı sonucuna varılmıştır. Araştırma bulguları ışığında, okul öncesi eğitimcilerin resimli öykü kitaplarını daha detaylı inceleyip anlamalarını sağlamak için daha fazla araştırma yapılması önerilmektedir. Ayrıca okul öncesi eğitimcilerin resimli öykü kitaplarını tanımalarına ve bu kitaplardan farklı okuma yöntemleriyle okullarında yararlanmalarına olanak sağlayan uygulamalı atölye çalışmaları ve ileri araştırma çalışmaları yapılabilir.

References

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  • Aral, N., & Aktaş, Y. (1997). Çocukların televizyon ve diğer etkinliklere harcadıkları sürenin incelenmesi [Examining the time children spend on television and other activities]. Hacettepe University Journal of Education, 13, 99-105.
  • Avcı, S., Yüksel, A., & Akıncı, T. (2010). Literature circles: an effective method to develop reading habit. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 32(32), 5-24.
  • Balantekin, M., & Pilav, S. (2017). Okuma çemberi yönteminin okuduğunu anlama becerisine etkisi [The effect of the reading circle method on understanding skills]. Kırıkkale University Journal of Social Science (KUJSS), 7, 149-170.
  • Beach, L. R. (1993). Broadening the definition of decision making: the role of prechoice screening of options. Psychological Science, 4(4), 215–220.
  • Beyhan, A. (2013). Eğitim örgütlerinde eylem araştırması [Action research in educational organizations]. Journal of Computer and Education Research, 1(2), 65-89.
  • Blum, H. T., Lipsett, L. R., & Yocom, D. J. (2002). Literature circles: A tool for self-determination in one middle school inclusive classroom. Remedial and Special Education, 23(2), 99-108.
  • Branquinho, C., & de Matos, M. G. (2019). The “Dream Teens” project: After a two-year participatory action-research program. Child Indicators Research, 12(4), 1243-1257.
  • Briggs, S. R. (2010). Using literature circles to increase reading comprehension in third grade elementary students [Unpublished master’s dissertation]. Dominican University of California.
  • Brookshire, J. Scharff, L. F. V., & Moses, L. E. (2002). The influence of illustrations on children’s book preferences and comprehension. Reading Psychology, 23(4), 323-339.
  • Campbell Hill, B. (2010, March 19 - 20). Literature circles and the heart of response (Grades 1-8) [Conference presentation]. CEESA Conference, Tallinn, Estonia.
  • Cohan, A., & Honigsfeld, A. (2011). Breaking the mold of preservice and inservice teacher education: Innovative and successful practices for the twenty-first century. Rowman & Littlefield Education.
  • Connell, J. M. (2008). The emergence of pragmatic philosophy’s influence on literary theory: Making meaning with texts from a transactional perspective. Educational Theory, 58(1), 102-122.
  • Connell, R. W. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Record, 98(2), 206-235.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri [Qualitative research methods]. (M. Bütün & S. B. Demir, Trans.). Siyasal Kitabevi. Çatalcalı Soyer, A. (2009). Okul öncesi dönem çocuk hikâye kitapları: Stereotipler ve kimlikler [Storybooks of the pre-school kids: Stereotypes and identities]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 0(1), 13-27.
  • Çermik, H., Doğan, B., Ateş, S., & Yıldırım, K. (2019). Öğretmen adaylarının okuma çemberlerine ilişkin görüşleri [Preservice teachers’ views on literature circles]. The Journal of Academic Social Science, 7(87),1-15.
  • Daniels, H. (1994). Literature circles: Voice and choice in book clubs and reading groups. Stenhouse.
  • Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Stenhouse.
  • Demény, P. (2012). Developing written text production competence using the reader-response method. Acta Didactica Napocensia, 5(3), 53-60.
  • Doğan, B., Çermik, H., Ateş, S., & Yıldırım, K. (2019). Öğretmen adaylarının okuma çemberlerinde üstlendikleri rollere ilişkin görüşleri [Preservice teachers’ views on the roles they took in literature circles]. Journal of Mother Tongue Education, 7(1), 141-157.
  • Dogan, B., & Kaya-Tosun, D. (2020). An effective method in improving social skills: Literature circles. International Journal of Educational Methodology, 6(1), 199-206.
  • Eeds, M., & Peterson, R. (1991). Teacher as curator: Learning to talk about literature. The Reading Teacher, 45(2), 118–126.
  • Gansen, H. M. (2019). Push-ups versus clean-up: Preschool teachers’ gendered beliefs, expectations for behavior, and disciplinary practices. Sex Roles, 80(7-8), 393-408.
  • Gönen, M., Karakuş, H., Uysal, H., Kehci, A., Ulutaş, Z. & Kahve, Ö. (2015). Resimli çocuk kitaplarının içerik ve resimleme özelliklerinin bazı değişkenler açısından incelenmesi [Analysis of children's picture books in terms of certain variables on content and ıllustration features]. Hacettepe University Journal of Education, 31(49), 724-735.
  • Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2019). Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills. Read Writing, 32, 1061–1084.
  • Gümüşoğlu, F. (2008). Ders kitaplarında toplumsal cinsiyet [Gender in school text books]. Toplum ve Demokrasi Dergisi, 2(4), 39-50.
  • Hagen, Å, M. (2018). Improving the odds: Identifying language activities that support the language development of preschoolers with poorer vocabulary skills. Scandinavian Journal of Educational Research, 62(5), 649-663.
  • Hatun, E. T., & Kurtlu, Y. (2019). Okuma çemberi yönteminin öğrencilerin eleştirel okuma becerilerine etkisi [The effect of the method of literature circles on students' critical reading skills]. Ekev Akademi Dergisi, 23(78), 191-203.
  • Hinds, J. (2019). A case study for improving reading comprehension in third grade using literature circles [Unpublished master's thesis]. Trinity Western University.
  • Işıkoğlu Erdoğan, N., & Şimşek, Z. C. (2020). Erken çocukluk eğitimi öğretmenlerinin hikâye anlatma/kitap okuma uygulamaları tercihleri ve nedenleri [Early childhood education teachers’ storytelling and reading practice preferences and their reasons]. Journal of Mother Tongue Education, 8(4), 1519-1533.
  • İpşiroğlu, Z. (2007, October 4-6). Çocuk yazını eleştirisi [Criticism of children's literature].[Conference session]. II. Ulusal Çocuk ve Gençlik Edebiyatı Sempozyumu, Ankara, Turkey.
  • Jensen, K., & Bennett, L. (2016). Enhancing teaching and learning through dialogue: A student and staff partnership model. International Journal for Academic Development, 21(1), 41-53.
  • Johnson, A. P. (2005). A short guide to action research (2nd ed.). Pearson.
  • Johnson, W. F. (2022). Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods. Journal of Early Childhood Literacy, 22(3), 408-432.
  • Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Doing critical participatory action research. Springer.
  • Kennedy, G. (2010). The effects of skill-focused minilessons on students’ independent use of reading skills during literature circles [Unpublished doctoral dissertation]. Florida Atlantic University.
  • Kim, M. (2004). Literature discussions in adult L2 learning. Language and Education, 18(2), 145–166.
  • Laitinen, S., Lepola, J., & Kajamies, A. (2022). The role of pre-reading skills in the development of task orientation and interest in reading and play from preschool to kindergarten. Journal of Early Childhood Education Research, 11(3), 51-81.
  • Levy, R. (2019). Literature circles: Access to texts. Open words: Access to English Studies, 12(1), 88-109.
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There are 69 citations in total.

Details

Primary Language English
Subjects Turkish and Social Sciences Education (Diğer)
Journal Section Research Article
Authors

Gülüzar Şule Tepetaş Cengiz 0000-0002-2034-9344

Mazhar Bal 0000-0001-6958-9130

Early Pub Date November 30, 2023
Publication Date November 30, 2023
Published in Issue Year 2023 Volume: 7 Issue: 3

Cite

APA Tepetaş Cengiz, G. Ş., & Bal, M. (2023). Literature Circle Method Practices with Preschool Teachers through Children’s Books: An Action Research Example. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(3), 1022-1045.

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