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Simgesel oyunlu etkinliklerin ilk okuma ve yazma becerilerine etkisi

Year 2024, Volume: 13 Issue: 2, 110 - 135, 30.04.2024

Esra Ay Karaçuha Ahmet Çebi

https://doi.org/10.19128/turje.1212118

Abstract

Bu araştırmanın amacı, anasınıfında düzenlenen simgesel oyun içerikli etkinliklerin ilk okuma ve ilk yazma becerilerine etkisini ortaya koymaktır. Bu amaca yönelik olarak karma yöntem araştırması tasarlanmıştır. Araştırmanın deney sürecine 15 deney 15 denetleme kümesinde olmak üzere 30 anasınıfı çocuğu katılmıştır. Anasınıfı düzeyinde okuma yazmaya hazırlık kazanımları önerilmiş ve bu kazanımlara yönelik 30 simgesel oyun içerikli etkinlik geliştirilerek uygulanmıştır. Bu araştırmanın ilk aşamasında, öntest-sontest uygulamalı, eşleştirilmiş deney-denetleme kümeli olmak üzere, dört deney uygulanmıştır. Deney sürecinden elde edilen veriler Man-Whitney U Testi ve Wilcoxon Sıralı İşaretler Testi ile çözümlenmiştir. Araştırmanın ikinci aşamasına deney kümesinden 10 ve denetleme kümesinden 10 olmak üzere 20 birinci sınıf çocuğu katılmıştır. Bu aşamada veriler yarı yapılandırılmış gözlem ve görüşme formları aracılığıyla toplanmıştır. Nitel veriler betimsel analiz yoluyla çözümlenmiştir. Anasınıfında araştırmaya özgü belirlenen okuma-yazmaya hazırlık kazanımlarını başarıyla edinip birinci sınıfa geçen deney kümesi çocukları ilk okuma ve ilk yazma kazanımlarını edinmede, anasınıfında okuma-yazmaya hazırlık kazanımlarını edinmeden birinci sınıfa geçen denetleme kümesi çocuklarına göre daha başarılı olmuştur.

Keywords

Erken okuryazarlık İlk okuma becerileri İlk yazma becerileri Simgesel oyun Tomurcuklanan okuryazarlık

References

  • Bergen, D., & Mauer, D. (2000). Symbolic play, phonological awareness, and literacy skills at three age levels. In K. A. Roskos & J. F. Christie (Eds.), Play and literacy in early childhood: Research from multiple perspectives (pp. 45–62) Lawrence Erlbaum Associates Publishers.
  • Baykul, Y. & Güzeller, C.O. (2014). Sosyal bilimler için istatistik SPSS uygulamalı [Applied statistics SPSS for social sciences]. Pegem Akademi.
  • Birgisdottir, F., Gestsdottir, S., & Geldhof, G. J. (2020). Early predictors of first and fourth grade reading and math: The role of self-regulation and early literacy skills. Early Childhood Research Quarterly, 53(4), 507-519. https://doi.org/10.1016/j.ecresq.2020.05.001
  • Campell, S. (2021). Phonics and play –literacy: Parental expectations of an early childhood literacy program. The Australian Journal of Language and Literacy, 44(3), 60-73. https://doi.org/10.3316/informit.128170541721476
  • Council of Chief School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
  • Christie, J. F. (2021). Play as a medium for literacy development. In J. F. Christie (Ed.), Play from birth to twelve and beyond (pp. 50-55). Routledge.
  • Chung, C. (2020). Barrington Bunny: Case of the curious clouds a narrative picture book for symbolic play and STEM curriculum (Unpublished doctoral dissertation). Bank Street College of Education.
  • Colliver, Y., Arguel, A., & Parrila, R. (2021). Formal literacy practices through play: exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education, 29(1), 6-24. https://doi.org/10.1080/09669760.2020.1779668
  • Creaghe, N., Quinn, S., & Kidd, E. (2021). Symbolic play provides a fertile context for language development. Infancy, 26(6), 980-1010. https://doi.org/10.1111/infa.12422
  • Cresswell, J. W, Plano Clark, V. L. Gutmann, M. L., & Hanson, W.E. (2003). Advance mixed methods research design. In A. Tashakkori & C. Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research (pp.209-240). Sage Publications.
  • Creswell, J.W. (2017). Karma yöntem araştırmalarına giriş [A concise introduction to mixed methods research]. Pegem Akademi.
  • Cunningham, A., & Stanovich, K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945. https://doi.org/10.1037/0012-1649.33.6.934
  • Cunningham, D. (2022). Symbolic representations of preschool children: relations among block play, picture drawing and emergent literacy. Critical Questions in Education, 13(1), 40-59.
  • Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: a discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25-36. https://doi.org/10.46809/jpse.v2i2.20
  • Department of Education. (2014). The national curriculum in England Key stages 1 and 2 framework document. https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4
  • Finnish National Board of Education. (2004). National core curriculum. http://www.oph.fi/english/curricula_and_qualifications/basic_education
  • Finnish National Board of Education. (2016). National Core Curriculum for Basic Education. https://www.oph.fi/en/education-and-qualifications/national-core-curriculum-basic-education
  • Franco, J., Orellana, M. F., & Franke, M. L. (2021). ‘Castillo blueprint’: How young children in multilingual contexts demonstrate and extend literacy and numeracy practices in play. Journal of Early Childhood Literacy, 21(3), 361-387. https://doi.org/10.1177/1468798419841430
  • Hà, T. A. (2022). Pretend play and early language development—Relationships and impacts: A comprehensive literature review. Journal of Education, 202(1), 122-130. https://doi.org/10.1177/0022057420966761
  • Han, M. (2021). History of Play and Literacy Research: Contribution of Dr. James F. Christie. In M. Han & E.T. Johnson (Eds.), Play and Literacy: Play & Culture Studies. (pp. 3-15). Hamilton Books.
  • Hong Kong Education Bureu & The Hong Kong Examinations and Assessment Authority (2017). Basic education curriculum guide-to sustain, deepen and focus on learning to learn (Primary-6). https://cd.edb.gov.hk/becg/english/index-2.html
  • Johnson, B. R., Onwuegbuzie A. J. & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(3), 112-133. https://doi.org/10.1177/1558689806298224
  • Lenhart, L. A., Roskos, K. A., Brueck, J., Liang, X. (2019). Does play help children learn words?: Analysis of a book play approach using an adapted alternating treatments design. Journal of Research in Childhood Education, 33(2) 290-306. http://dx.doi.org/10.1080/02568543.2019.1577776
  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  • Merriam, S. B. (2015). Qualitative research: A guide to design and implementation. (S. Turan, Trans; 3rd ed.).Nobel Akademi Yayıncılık Eğitim Danışmanlık.(Original work published 2009).
  • Ministry Of Education Singapore, (2001). English language syllabus 2001 for primary and secondary schools. https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/english-language-and-literature/files/english-primary-secondary.pdf
  • Ministry Of Education Singapore. (2020). English language syllabus primary. https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/english-language-and-literature/files/primary_els-2020-_syllabus.pdf
  • Muscat, L. (2022). On the move: embodied literacy and symbolic thought in early childhood. Early Childhood Education, 48(1), 20-25.
  • National Association for the Education of Young Children. (1998). Learning to read and write: developmentally appropriate practices for young children National Association for the Education of Young Children 53(4), 30-46. https://www.naeyc.org/positionstatements/learning_readwrite
  • O’Connor, C., & Stagnitti, K. (2011). Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting. Research in Developmental Disabilities, 32(3), 1205-1211. https://doi.org/10.1016/j.ridd.2010.12.037
  • Özdamar, (2013). Paket programlar ile istatistiksel veri analizi [Statistical data analysis with package programs]. Nisan Kitabevi.
  • Pellegrini, A. D. (1985). The relations between symbolic play and literate behavior: A review and critique of the empirical literature. Review of Educational Research, 55(1), 107-121. https://doi.org/10.3102/00346543055001107
  • Piaget, J. (1964). Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(1). 176-186.
  • Piaget, J. (2013). Play, dreams and imitation in childhood. Routledge.
  • Piaget, J. & Inhelder, B. (2016). Childhood psychology. Pinhan Yayıncılık.
  • Rand, M. K., & Morrow, L. M. (2021). The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading. Reading Research Quarterly, 56(1), 239-248. https://doi.org/10.1002/rrq.383
  • Republic of Türkiye Ministry of National Education. (1924). İlk mektep müfredat programı [Primary curriculum]. Matba-i Amire.
  • Republic of Türkiye Ministry of National Education. (1948). İlkokul programı [Primary curriculum]. Millî Eğitim Basımevi.
  • Republic of Türkiye Ministry of National Education. (1968). İlkokul programı [Primary curriculum]. Millî Eğitim Basımevi.
  • Republic of Türkiye Ministry of National Education. (1981). İlköğretim okulları türkçe eğitim programı. [Primary schools Turkish education curriculum]. Milli Eğitim Basımevi.
  • Republic of Türkiye Ministry of National Education. (2005). İlköğretim türkçe dersi öğretim programı ve kılavuzu (1-5. Sınıflar)[Primary education Turkish lesson curriculum and guide(grades1-5)]. Devlet Kitapları Müdürlüğü Basım Evi.
  • Republic of Türkiye Ministry of National Education. (2013). Okul öncesi eğitim programı [Preschool education curriculum]. Devlet Kitapları Müdürlüğü Basım Evi.
  • Republic of Türkiye Ministry of National Education. (2015). İlköğretim türkçe dersi öğretim programı (1-5. sınıflar) [Primary education Turkish lesson curriculum and guide(grades1-5]. Devlet Kitapları Müdürlüğü Basım Evi.
  • Republic of Türkiye Ministry of National Education. (2017). İlköğretim türkçe dersi öğretim programı (1-5. sınıflar) [Primary education Turkish lesson curriculum and guide(grades1-5]. Devlet Kitapları Müdürlüğü Basım Evi.
  • Roskos, K. A. (2021). The book-play paradigm in early pedagogy. In M. Han & E. T. Johnson (Eds.), Play and Literacy: Play & Culture Studies (pp. 15-29). Hamilton Books.
  • Roskos, K., & Lenhart, L. (2020). Coming of age: Evidence-based early literacy teaching. In V. C. Alfonso & G. J. DuPaul (Eds.), Healthy development in young children: Evidence-based interventions for early education (pp. 85–104). American Psychological Association.
  • Sawyers, J. K., & Carrick, N. (2020). Symbolic play through the eyes and words of children. In E. Wood (Ed.), The Routledge reader in early childhood education (pp. 136-159). Routledge.
  • Scrabeck, T. (2020). The Importance of Utilizing Play to Promote Emergent Literacy in Early Childhood Environment. Innovations and Critical Issues in Teaching and Learning, 1(1), 55-73.
  • Sidera, F., Lillard, A. S., Amadó, A., Caparrós, B., Rostan, C., & Serrat, E. (2021). Pretending emotions in the early years: The role of language and symbolic play. Infancy, 26 (6), 920-931. https://doi.org/10.1111/infa.12414
  • Somolanji Tokić, I., & Borovac, T. (2020). Children’s symbolic play during the transition to school. International Journal of Early Years Education, 28(3), 232-245. https://doi.org/10.1080/09669760.2020.1814210
  • Stone, S. J., & Stone, B. A. (2021). Play and Emerging Literacy. In M. Han & E.T. Johnson (Eds.), Play and Literacy: Play & Culture Studies (pp. 91-113). Hamilton Books.
  • Sulzby, E. (1985). Children's emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20(4), 458-481.
  • Sulzby, E. (1986). Writing and reading: Signs of oral and written language organization in the young child. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Reading and writing (pp. 50-87). Ablex Publications.
  • Sulzby, E. (1989). Emergent literacy: Kindergartners write and read. Agency for Instructional Tecnology.
  • Teale, W. & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent Literacy: Writing and Reading. Writing Research: Multidisciplinary Inquiries into the Nature of Writing Series (pp. 7-23). Ablex Publications.
  • United Kingdom Department of Education. (1999). The national curriculum handbook for primary teachers in england. http://www.educationengland.org.uk/documents/pdfs/1999-nc-primary-handbook.pdf
  • United Kingdom Department of Education. (2013). The national curriculum in England Key stages 1 and 2 framework document. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf
  • United Kingdom Department of Education. (2014). The national curriculum in England Key stages 1 and 2 framework document. https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4#full-publication-update-history
  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin.

The effect of symbolic play activities on first reading and writing skills

Year 2024, Volume: 13 Issue: 2, 110 - 135, 30.04.2024

Esra Ay Karaçuha Ahmet Çebi

https://doi.org/10.19128/turje.1212118

Abstract

The aim of this research is to reveal the effects of symbolic play content activities organized in kindergarten to first reading and writing skills. For this purpose, mixed-method research has been designed. In the first stage of this research, four experiments, including pretest-posttest applied, a paired experiment-control group, were applied. 30 kindergarten students from 15 experimental and 15 control group-students participated. The data obtained from the experimental process were analyzed with the Man-Whitney U Test and Wilcoxon Signed Rank Test. In the second stage, the data were collected through semi-structured observation and interview forms. 20 first-grade students from 10 experimental and 10 control group-students participated. Qualitative data were analyzed through descriptive analysis. The control group participants who successfully acquired the read-write preparation outcomes in the kindergarten and passed to the first grade were more successful in obtaining the first reading and first writing compared to the supervisory set participants who passed the first grade without acquiring the literacy preparation achievements in the kindergarten.

Keywords

Early literacy Emergent literacy First reading skills First writing skills Symbolic play

References

  • Bergen, D., & Mauer, D. (2000). Symbolic play, phonological awareness, and literacy skills at three age levels. In K. A. Roskos & J. F. Christie (Eds.), Play and literacy in early childhood: Research from multiple perspectives (pp. 45–62) Lawrence Erlbaum Associates Publishers.
  • Baykul, Y. & Güzeller, C.O. (2014). Sosyal bilimler için istatistik SPSS uygulamalı [Applied statistics SPSS for social sciences]. Pegem Akademi.
  • Birgisdottir, F., Gestsdottir, S., & Geldhof, G. J. (2020). Early predictors of first and fourth grade reading and math: The role of self-regulation and early literacy skills. Early Childhood Research Quarterly, 53(4), 507-519. https://doi.org/10.1016/j.ecresq.2020.05.001
  • Campell, S. (2021). Phonics and play –literacy: Parental expectations of an early childhood literacy program. The Australian Journal of Language and Literacy, 44(3), 60-73. https://doi.org/10.3316/informit.128170541721476
  • Council of Chief School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
  • Christie, J. F. (2021). Play as a medium for literacy development. In J. F. Christie (Ed.), Play from birth to twelve and beyond (pp. 50-55). Routledge.
  • Chung, C. (2020). Barrington Bunny: Case of the curious clouds a narrative picture book for symbolic play and STEM curriculum (Unpublished doctoral dissertation). Bank Street College of Education.
  • Colliver, Y., Arguel, A., & Parrila, R. (2021). Formal literacy practices through play: exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education, 29(1), 6-24. https://doi.org/10.1080/09669760.2020.1779668
  • Creaghe, N., Quinn, S., & Kidd, E. (2021). Symbolic play provides a fertile context for language development. Infancy, 26(6), 980-1010. https://doi.org/10.1111/infa.12422
  • Cresswell, J. W, Plano Clark, V. L. Gutmann, M. L., & Hanson, W.E. (2003). Advance mixed methods research design. In A. Tashakkori & C. Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research (pp.209-240). Sage Publications.
  • Creswell, J.W. (2017). Karma yöntem araştırmalarına giriş [A concise introduction to mixed methods research]. Pegem Akademi.
  • Cunningham, A., & Stanovich, K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945. https://doi.org/10.1037/0012-1649.33.6.934
  • Cunningham, D. (2022). Symbolic representations of preschool children: relations among block play, picture drawing and emergent literacy. Critical Questions in Education, 13(1), 40-59.
  • Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: a discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25-36. https://doi.org/10.46809/jpse.v2i2.20
  • Department of Education. (2014). The national curriculum in England Key stages 1 and 2 framework document. https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4
  • Finnish National Board of Education. (2004). National core curriculum. http://www.oph.fi/english/curricula_and_qualifications/basic_education
  • Finnish National Board of Education. (2016). National Core Curriculum for Basic Education. https://www.oph.fi/en/education-and-qualifications/national-core-curriculum-basic-education
  • Franco, J., Orellana, M. F., & Franke, M. L. (2021). ‘Castillo blueprint’: How young children in multilingual contexts demonstrate and extend literacy and numeracy practices in play. Journal of Early Childhood Literacy, 21(3), 361-387. https://doi.org/10.1177/1468798419841430
  • Hà, T. A. (2022). Pretend play and early language development—Relationships and impacts: A comprehensive literature review. Journal of Education, 202(1), 122-130. https://doi.org/10.1177/0022057420966761
  • Han, M. (2021). History of Play and Literacy Research: Contribution of Dr. James F. Christie. In M. Han & E.T. Johnson (Eds.), Play and Literacy: Play & Culture Studies. (pp. 3-15). Hamilton Books.
  • Hong Kong Education Bureu & The Hong Kong Examinations and Assessment Authority (2017). Basic education curriculum guide-to sustain, deepen and focus on learning to learn (Primary-6). https://cd.edb.gov.hk/becg/english/index-2.html
  • Johnson, B. R., Onwuegbuzie A. J. & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(3), 112-133. https://doi.org/10.1177/1558689806298224
  • Lenhart, L. A., Roskos, K. A., Brueck, J., Liang, X. (2019). Does play help children learn words?: Analysis of a book play approach using an adapted alternating treatments design. Journal of Research in Childhood Education, 33(2) 290-306. http://dx.doi.org/10.1080/02568543.2019.1577776
  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  • Merriam, S. B. (2015). Qualitative research: A guide to design and implementation. (S. Turan, Trans; 3rd ed.).Nobel Akademi Yayıncılık Eğitim Danışmanlık.(Original work published 2009).
  • Ministry Of Education Singapore, (2001). English language syllabus 2001 for primary and secondary schools. https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/english-language-and-literature/files/english-primary-secondary.pdf
  • Ministry Of Education Singapore. (2020). English language syllabus primary. https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/english-language-and-literature/files/primary_els-2020-_syllabus.pdf
  • Muscat, L. (2022). On the move: embodied literacy and symbolic thought in early childhood. Early Childhood Education, 48(1), 20-25.
  • National Association for the Education of Young Children. (1998). Learning to read and write: developmentally appropriate practices for young children National Association for the Education of Young Children 53(4), 30-46. https://www.naeyc.org/positionstatements/learning_readwrite
  • O’Connor, C., & Stagnitti, K. (2011). Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting. Research in Developmental Disabilities, 32(3), 1205-1211. https://doi.org/10.1016/j.ridd.2010.12.037
  • Özdamar, (2013). Paket programlar ile istatistiksel veri analizi [Statistical data analysis with package programs]. Nisan Kitabevi.
  • Pellegrini, A. D. (1985). The relations between symbolic play and literate behavior: A review and critique of the empirical literature. Review of Educational Research, 55(1), 107-121. https://doi.org/10.3102/00346543055001107
  • Piaget, J. (1964). Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(1). 176-186.
  • Piaget, J. (2013). Play, dreams and imitation in childhood. Routledge.
  • Piaget, J. & Inhelder, B. (2016). Childhood psychology. Pinhan Yayıncılık.
  • Rand, M. K., & Morrow, L. M. (2021). The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading. Reading Research Quarterly, 56(1), 239-248. https://doi.org/10.1002/rrq.383
  • Republic of Türkiye Ministry of National Education. (1924). İlk mektep müfredat programı [Primary curriculum]. Matba-i Amire.
  • Republic of Türkiye Ministry of National Education. (1948). İlkokul programı [Primary curriculum]. Millî Eğitim Basımevi.
  • Republic of Türkiye Ministry of National Education. (1968). İlkokul programı [Primary curriculum]. Millî Eğitim Basımevi.
  • Republic of Türkiye Ministry of National Education. (1981). İlköğretim okulları türkçe eğitim programı. [Primary schools Turkish education curriculum]. Milli Eğitim Basımevi.
  • Republic of Türkiye Ministry of National Education. (2005). İlköğretim türkçe dersi öğretim programı ve kılavuzu (1-5. Sınıflar)[Primary education Turkish lesson curriculum and guide(grades1-5)]. Devlet Kitapları Müdürlüğü Basım Evi.
  • Republic of Türkiye Ministry of National Education. (2013). Okul öncesi eğitim programı [Preschool education curriculum]. Devlet Kitapları Müdürlüğü Basım Evi.
  • Republic of Türkiye Ministry of National Education. (2015). İlköğretim türkçe dersi öğretim programı (1-5. sınıflar) [Primary education Turkish lesson curriculum and guide(grades1-5]. Devlet Kitapları Müdürlüğü Basım Evi.
  • Republic of Türkiye Ministry of National Education. (2017). İlköğretim türkçe dersi öğretim programı (1-5. sınıflar) [Primary education Turkish lesson curriculum and guide(grades1-5]. Devlet Kitapları Müdürlüğü Basım Evi.
  • Roskos, K. A. (2021). The book-play paradigm in early pedagogy. In M. Han & E. T. Johnson (Eds.), Play and Literacy: Play & Culture Studies (pp. 15-29). Hamilton Books.
  • Roskos, K., & Lenhart, L. (2020). Coming of age: Evidence-based early literacy teaching. In V. C. Alfonso & G. J. DuPaul (Eds.), Healthy development in young children: Evidence-based interventions for early education (pp. 85–104). American Psychological Association.
  • Sawyers, J. K., & Carrick, N. (2020). Symbolic play through the eyes and words of children. In E. Wood (Ed.), The Routledge reader in early childhood education (pp. 136-159). Routledge.
  • Scrabeck, T. (2020). The Importance of Utilizing Play to Promote Emergent Literacy in Early Childhood Environment. Innovations and Critical Issues in Teaching and Learning, 1(1), 55-73.
  • Sidera, F., Lillard, A. S., Amadó, A., Caparrós, B., Rostan, C., & Serrat, E. (2021). Pretending emotions in the early years: The role of language and symbolic play. Infancy, 26 (6), 920-931. https://doi.org/10.1111/infa.12414
  • Somolanji Tokić, I., & Borovac, T. (2020). Children’s symbolic play during the transition to school. International Journal of Early Years Education, 28(3), 232-245. https://doi.org/10.1080/09669760.2020.1814210
  • Stone, S. J., & Stone, B. A. (2021). Play and Emerging Literacy. In M. Han & E.T. Johnson (Eds.), Play and Literacy: Play & Culture Studies (pp. 91-113). Hamilton Books.
  • Sulzby, E. (1985). Children's emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20(4), 458-481.
  • Sulzby, E. (1986). Writing and reading: Signs of oral and written language organization in the young child. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Reading and writing (pp. 50-87). Ablex Publications.
  • Sulzby, E. (1989). Emergent literacy: Kindergartners write and read. Agency for Instructional Tecnology.
  • Teale, W. & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent Literacy: Writing and Reading. Writing Research: Multidisciplinary Inquiries into the Nature of Writing Series (pp. 7-23). Ablex Publications.
  • United Kingdom Department of Education. (1999). The national curriculum handbook for primary teachers in england. http://www.educationengland.org.uk/documents/pdfs/1999-nc-primary-handbook.pdf
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Details

Primary Language English
Subjects Turkish Language and Literature Education
Journal Section Research Articles
Authors

Esra Ay Karaçuha 0000-0002-5597-2945

Ahmet Çebi 0000-0003-2622-6297

Early Pub Date April 17, 2024
Publication Date April 30, 2024
Acceptance Date November 6, 2023
Published in Issue Year 2024 Volume: 13 Issue: 2

Cite

APA Ay Karaçuha, E., & Çebi, A. (2024). The effect of symbolic play activities on first reading and writing skills. Turkish Journal of Education, 13(2), 110-135. https://doi.org/10.19128/turje.1212118
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