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Araştırma Makalesi
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The Use of Wordless Books by Preschool Teachers: A Case Study

Yıl 2024, Cilt: 12 Sayı: 3, 606 - 624, 07.07.2024

Sema Çelebi , Dila Nur Yazıcı , Berrin Akman

https://doi.org/10.16916/aded.1443907

Öz

The present study aimed to investigate the views of preschool teachers on wordless books, and the use of wordless books by preschool teachers. The study method was explanatory case study, a qualitative research method. The study group was assigned with criterion sampling method, a purposive sampling method, and included eight preschool teachers. Data were collected with semi-structured interviews and document review. Content analysis was employed to analyze the study data. It was determined that the teachers generally described wordless books as a subjective process that included visuals, which led to the development of various stories. Furthermore, it was determined that wordless books supported language, cognitive, social, and emotional development of the children, and were easy to use by the children. It was observed that the teachers employed wordless books mostly in the classroom and in art and Turkish language activities, and instructed them with the interactive book reading method. It was concluded that the method was not included in the activity plans, and open-ended and 5W1H questions were mostly included in the process. It was determined that teacher competencies were important for the effective use of wordless books. The findings are discussed based on the literature, and recommendations are presented.

Anahtar Kelimeler

Wordless books preschool teachers preschool period children practice

Kaynakça

  • Adak-Özdemir, A., ve Özdemir-Beceren, B. (2019). Sözcüksüz kitapların niteliğinin ve okul öncesi dönem çocuklarının sözcüksüz kitap anlatımlarının incelenmesi. Tarih Okulu Dergisi, 12(39), 1-41.
  • Arizpe, E. (2013). Meaning-making from wordless (or nearly wordless) picturebooks: What educational research expects and what readers have tosay. Cambridge Journal of Education, 43(2), 163–176.
  • Arizpe, E. (2014). Wordless picturebooks: Critical and educational perspectives on meaning-making. In B. Kümmerling-Meibauer (Ed.), Picturebooks: Representation and narration (pp. 91–106). New York, NY: Routledge.
  • Arizpe, E., Colomer, T., & Martínez-Roldán, C. (2014). Visual journeys through wordless narratives: An international inquiry with immigrant children and the arrival. London: Bloomsbury Publishing.
  • Atasagun, A. (2022). Görsel okuryazarlık bağlamında sessiz kitaplar ve dil edinimi (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Konya.
  • Bayraktar, T. (2022). Okul öncesi eğitimde sessiz kitapların önemi. Turkish Studies - Education, 17(4), 517-531.
  • Beckett, S. L. (2013). Crossover picturebooks: A genre for all ages. New York: Routledge.
  • Bosch, E. (2018). Wordless picturebooks. In B. Kümmerling-Meibauer (Ed.), The Routledge Companıon To Pıcturebooks (pp. 191–200). New York: Routledge.
  • Büyükköse, E. C. (2020). Okul öncesi 3-6 yaş çocuklara yönelik özgün bir sessiz pop-up kitap uygulaması. (Yayımlanmamış yüksek lisans tezi).Hacettepe Üniversitesi, Ankara.
  • Caspe, M. (2009). Low-income Latino mothers’ booksharing styles and children's emergent literacy development. Early Childhood Research Quarterly, 24(3), 306-324.
  • Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless picturebooks boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52-62.
  • Conica, M., Kelly, L., Nixon, E., & Quigley, J. (2023). Father and toddler language during shared book reading with text‐based and wordless picture books. Reading Research Quarterly, 58(4), 655-667.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri (M. Bütün & S.B. Demir, Çev.). Ankara: Siyasal Kitapevi.
  • Fox, J. E. & Schirrmacher, R. (2018). Çocuklarda Sanat ve Yaratıcılığın Gelişimi (N. Aral ve G. Duman, Çev.). Ankara: Nobel Akademik Yayıncılık.
  • Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51, 191-203.
  • Heilmann, J. J., Rojas, R., Iglesias, A., & Miller, J. F. (2015). Clinical impact of wordless picture storybooks on bilingual narrative language production: A comparison of the ‘Frog’stories. International Journal of Language & Communication Disorders, 51(3), 339-345.
  • Hisrich, K. E., & McCaffey, M. (2021). Planning and preparing for read alouds. Illnois Reading Council Journal, 49(2), 12-20.
  • Honaker, J. D., & Miller, R. T. (2023). Wordless but not silent: Unlocking the power of wordless picture books. TESOL Journal, e721.
  • Jalongo, M. R., Dragich, D., Conrad, N. K., & Zhang, A. (2002). Using wordless picture books to support emergent literacy. Early Childhood Education Journal, 29(3), 167-177.
  • Karaman Benli, G. ve Ergül, A. (2023). Okul öncesi öğretmenlerinin sınıflarındaki çocuklarla kitap okuma öncesindeki hazırlık süreçlerinin incelenmesi. Ana Dili Eğitimi Dergisi, 11(4), 888-910.
  • Lee, C. (2023). Bilingual students’ meaning-making strategies when exploring wordless picturebooks in interactive shared reading. Early Childhood Education Journal, 1-18. https://doi.org/10.1007/s10643-023-01501-y
  • Louie, B., & Sierschynski, J. (2015). Enhancing english learners’ language development using wordless picture books. The Reading Teacher, 69(1), 103-111.
  • Lubis, R. (2018). The progress of students reading comprehension through wordless picture books. Advances in Language and Literacy Studies, 9(1), 48-52.
  • Lysaker, J. T. (2018). Before words: Wordless picture books and the development of reading in young children. New York: Teachers College Press.
  • Lysaker, J. T., & Miller, A. (2012). Engaging social imagination: The developmentalwork of wordless book. Journal of Early Childhood Literacy, 1, 1-28.
  • Martínez‐Alba, G., & Pentón Herrera, L. J. (2023). Strength in storytelling: Peacebuilding via wordless books. TESOL Journal, e735.
  • MEB. (2013). Okul öncesi eğitim programı. Ankara: Meb Basımevi.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage Publications.
  • Moody, S. M., & Matthews, S. D. (2022). Reading without words: Cultivating bi/multilingual family engagement. The Reading Teacher, 76(2), 122-130.
  • Mulvihill, A., Armstrong, R., Casey, C., Redshaw, J., Scarinci, N., & Slaughter, V. (2023). Early childhood educators' mental state language and children's theory of mind in the preschool setting. British Journal of Developmental Psychology, 41, 227-245.
  • Özen, B. (2022). Sessiz (yazısız) resimli çocuk kitapları. Turkish Studies - Social, 17(5), 891-910.
  • Pantaleo, S. (2018). Learning about and through picturebook artwork. Reading Teacher,71(5), 557-567.
  • Pantaleo, S. (2023a). Young children, wordless picturebooks, and inferencing. The Australian Journal of Language and Literacy, 1-18. https://doi.org/10.1007/s44020-023-00053-3
  • Pantaleo, S. (2023b). Kindergarten children’s talk about ıllustration techniques in an almost wordless picturebook. Early Childhood Education Journal, 1-15. https://doi.org/10.1007/s10643-023-01458-y
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. London: Sage Publications.
  • Paulick, J., Quinn, A. M., Kibler, A., Palacios, N., & Hill, T. (2020). Lessons for teachers: A wordless picturebook in the hands of one Mexican immigrant family. TESOL Journal, 11(3), e00513.
  • Pereira, Í. S. P., Gil, M., & Bunzen, C. (2023). Wordless picturebooks as resources for the construction of the pedagogy of multiliteracies. The case of migrants, by Issa Watanabe. Children's Literature in Education, 1-21. https://doi.org/10.1007/s10583-023-09544-w
  • Ramos, A. M., & Ramos, R. (2012). Ecoliteracy through imagery: A close reading of two wordless picture books. Children’s Literature in Education, 42, 325-349.
  • Sağlam, S. (2023). Çocuk sessiz kitaplarında karakter tasarımlarının tasarım ilkelerine göre incelenmesi (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Konya.
  • Salisbury, M., & Styles, M. (2012). Children's picturebooks: The art of visual storytelling. London: Laurence King Publishing.
  • Schick, A. (2015). Wordless book-sharing styles in bilingual preschool classrooms and Latino children’s emergent literacy skills. Journal of Early Childhood Literacy, 15(3), 331-363.
  • Serafini, F. (2014). Exploring wordless picture books. The Reading Teacher, 68(1), 24-26.
  • Shunhua, L., & Tianlong, Q. (2023). A tale of age and abilities: Analyzing narrative macrostructure development in Chinese preschoolers through the lens of story grammar. Journal of Psycholinguistic Research, 52(6), 2453-2472.
  • Silva, M., & Cain, K. (2023). Differential contributions of home literacy, vocabulary, and grammar on narrative production and comprehension. European Journal of Psychology of Education, 39, 1229-1259.
  • Ural, S. (2013). Okul öncesi çocuk kitaplarının tanımı. M. Gönen (Ed.), Çocuk edebiyatı içinde (s. 33-72). Ankara: Eğiten Kitap.
  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.
  • Wong, K. M., Cheung, M. W. W. & Chiu, K. M. (2021). Learning art through Picture books with young children. Art Education, 74(4), 33-38.
  • Yang, C.-H., Cheng, J.-C., & Chou, M.-J. (2016). Empowering children's creativity with the instruction of wordless picture books. European Journal of Research and Reflection in Educational Sciences, 4(7), 2-14.
  • Yekeler, A. D. ve Cengiz, Ö. (2018). Okul öncesi dönem çocuklarının sözsüz kitap anlatımlarında hikâye elementlerinin incelenmesi. Electronic Turkish Studies, 13(19), 1935-1952.
  • Yıldırım, A. ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. baskı). Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2018). Case Study Research and Applications: Design and methods (6th ed.). London: Sage Publications.
  • Zhang, R., Brown, S., & Lysaker, J. (2024). A cross-case study of children’s oral narratives and image reading of a wordless picturebook. Reading & Writing Quarterly, 40(3), 191-210.
  • Zhang, R., Xue, M., & Lysaker, J. T. (2022). Between and within pictures: Gaps and imagination in comprehending wordless books. Literacies Across the Lifespan Journal, 2(1), 3-12.

Okul Öncesi Öğretmenlerinin Sessiz Kitap Kullanımı: Bir Durum Çalışması

Yıl 2024, Cilt: 12 Sayı: 3, 606 - 624, 07.07.2024

Sema Çelebi , Dila Nur Yazıcı , Berrin Akman

https://doi.org/10.16916/aded.1443907

Öz

The present study aimed to investigate the views of preschool teachers on wordless books, and the use of wordless books by preschool teachers. The study method was explanatory case study, a qualitative research method. The study group was assigned with criterion sampling method, a purposive sampling method, and included eight preschool teachers. Data were collected with semi-structured interviews and document review. Content analysis was employed to analyze the study data. It was determined that the teachers generally described wordless books as a subjective process that included visuals, which led to the development of various stories. Furthermore, it was determined that wordless books supported language, cognitive, social, and emotional development of the children, and were easy to use by the children. It was observed that the teachers employed wordless books mostly in the classroom and in art and Turkish language activities, and instructed them with the interactive book reading method. It was concluded that the method was not included in the activity plans, and open-ended and 5W1H questions were mostly included in the process. It was determined that teacher competencies were important for the effective use of wordless books. The findings are discussed based on the literature, and recommendations are presented.

Anahtar Kelimeler

Sessiz kitaplar okul öncesi öğretmenleri okul öncesi dönem çocuk edebiyatı uygulama

Kaynakça

  • Adak-Özdemir, A., ve Özdemir-Beceren, B. (2019). Sözcüksüz kitapların niteliğinin ve okul öncesi dönem çocuklarının sözcüksüz kitap anlatımlarının incelenmesi. Tarih Okulu Dergisi, 12(39), 1-41.
  • Arizpe, E. (2013). Meaning-making from wordless (or nearly wordless) picturebooks: What educational research expects and what readers have tosay. Cambridge Journal of Education, 43(2), 163–176.
  • Arizpe, E. (2014). Wordless picturebooks: Critical and educational perspectives on meaning-making. In B. Kümmerling-Meibauer (Ed.), Picturebooks: Representation and narration (pp. 91–106). New York, NY: Routledge.
  • Arizpe, E., Colomer, T., & Martínez-Roldán, C. (2014). Visual journeys through wordless narratives: An international inquiry with immigrant children and the arrival. London: Bloomsbury Publishing.
  • Atasagun, A. (2022). Görsel okuryazarlık bağlamında sessiz kitaplar ve dil edinimi (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Konya.
  • Bayraktar, T. (2022). Okul öncesi eğitimde sessiz kitapların önemi. Turkish Studies - Education, 17(4), 517-531.
  • Beckett, S. L. (2013). Crossover picturebooks: A genre for all ages. New York: Routledge.
  • Bosch, E. (2018). Wordless picturebooks. In B. Kümmerling-Meibauer (Ed.), The Routledge Companıon To Pıcturebooks (pp. 191–200). New York: Routledge.
  • Büyükköse, E. C. (2020). Okul öncesi 3-6 yaş çocuklara yönelik özgün bir sessiz pop-up kitap uygulaması. (Yayımlanmamış yüksek lisans tezi).Hacettepe Üniversitesi, Ankara.
  • Caspe, M. (2009). Low-income Latino mothers’ booksharing styles and children's emergent literacy development. Early Childhood Research Quarterly, 24(3), 306-324.
  • Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless picturebooks boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52-62.
  • Conica, M., Kelly, L., Nixon, E., & Quigley, J. (2023). Father and toddler language during shared book reading with text‐based and wordless picture books. Reading Research Quarterly, 58(4), 655-667.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri (M. Bütün & S.B. Demir, Çev.). Ankara: Siyasal Kitapevi.
  • Fox, J. E. & Schirrmacher, R. (2018). Çocuklarda Sanat ve Yaratıcılığın Gelişimi (N. Aral ve G. Duman, Çev.). Ankara: Nobel Akademik Yayıncılık.
  • Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51, 191-203.
  • Heilmann, J. J., Rojas, R., Iglesias, A., & Miller, J. F. (2015). Clinical impact of wordless picture storybooks on bilingual narrative language production: A comparison of the ‘Frog’stories. International Journal of Language & Communication Disorders, 51(3), 339-345.
  • Hisrich, K. E., & McCaffey, M. (2021). Planning and preparing for read alouds. Illnois Reading Council Journal, 49(2), 12-20.
  • Honaker, J. D., & Miller, R. T. (2023). Wordless but not silent: Unlocking the power of wordless picture books. TESOL Journal, e721.
  • Jalongo, M. R., Dragich, D., Conrad, N. K., & Zhang, A. (2002). Using wordless picture books to support emergent literacy. Early Childhood Education Journal, 29(3), 167-177.
  • Karaman Benli, G. ve Ergül, A. (2023). Okul öncesi öğretmenlerinin sınıflarındaki çocuklarla kitap okuma öncesindeki hazırlık süreçlerinin incelenmesi. Ana Dili Eğitimi Dergisi, 11(4), 888-910.
  • Lee, C. (2023). Bilingual students’ meaning-making strategies when exploring wordless picturebooks in interactive shared reading. Early Childhood Education Journal, 1-18. https://doi.org/10.1007/s10643-023-01501-y
  • Louie, B., & Sierschynski, J. (2015). Enhancing english learners’ language development using wordless picture books. The Reading Teacher, 69(1), 103-111.
  • Lubis, R. (2018). The progress of students reading comprehension through wordless picture books. Advances in Language and Literacy Studies, 9(1), 48-52.
  • Lysaker, J. T. (2018). Before words: Wordless picture books and the development of reading in young children. New York: Teachers College Press.
  • Lysaker, J. T., & Miller, A. (2012). Engaging social imagination: The developmentalwork of wordless book. Journal of Early Childhood Literacy, 1, 1-28.
  • Martínez‐Alba, G., & Pentón Herrera, L. J. (2023). Strength in storytelling: Peacebuilding via wordless books. TESOL Journal, e735.
  • MEB. (2013). Okul öncesi eğitim programı. Ankara: Meb Basımevi.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage Publications.
  • Moody, S. M., & Matthews, S. D. (2022). Reading without words: Cultivating bi/multilingual family engagement. The Reading Teacher, 76(2), 122-130.
  • Mulvihill, A., Armstrong, R., Casey, C., Redshaw, J., Scarinci, N., & Slaughter, V. (2023). Early childhood educators' mental state language and children's theory of mind in the preschool setting. British Journal of Developmental Psychology, 41, 227-245.
  • Özen, B. (2022). Sessiz (yazısız) resimli çocuk kitapları. Turkish Studies - Social, 17(5), 891-910.
  • Pantaleo, S. (2018). Learning about and through picturebook artwork. Reading Teacher,71(5), 557-567.
  • Pantaleo, S. (2023a). Young children, wordless picturebooks, and inferencing. The Australian Journal of Language and Literacy, 1-18. https://doi.org/10.1007/s44020-023-00053-3
  • Pantaleo, S. (2023b). Kindergarten children’s talk about ıllustration techniques in an almost wordless picturebook. Early Childhood Education Journal, 1-15. https://doi.org/10.1007/s10643-023-01458-y
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. London: Sage Publications.
  • Paulick, J., Quinn, A. M., Kibler, A., Palacios, N., & Hill, T. (2020). Lessons for teachers: A wordless picturebook in the hands of one Mexican immigrant family. TESOL Journal, 11(3), e00513.
  • Pereira, Í. S. P., Gil, M., & Bunzen, C. (2023). Wordless picturebooks as resources for the construction of the pedagogy of multiliteracies. The case of migrants, by Issa Watanabe. Children's Literature in Education, 1-21. https://doi.org/10.1007/s10583-023-09544-w
  • Ramos, A. M., & Ramos, R. (2012). Ecoliteracy through imagery: A close reading of two wordless picture books. Children’s Literature in Education, 42, 325-349.
  • Sağlam, S. (2023). Çocuk sessiz kitaplarında karakter tasarımlarının tasarım ilkelerine göre incelenmesi (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Konya.
  • Salisbury, M., & Styles, M. (2012). Children's picturebooks: The art of visual storytelling. London: Laurence King Publishing.
  • Schick, A. (2015). Wordless book-sharing styles in bilingual preschool classrooms and Latino children’s emergent literacy skills. Journal of Early Childhood Literacy, 15(3), 331-363.
  • Serafini, F. (2014). Exploring wordless picture books. The Reading Teacher, 68(1), 24-26.
  • Shunhua, L., & Tianlong, Q. (2023). A tale of age and abilities: Analyzing narrative macrostructure development in Chinese preschoolers through the lens of story grammar. Journal of Psycholinguistic Research, 52(6), 2453-2472.
  • Silva, M., & Cain, K. (2023). Differential contributions of home literacy, vocabulary, and grammar on narrative production and comprehension. European Journal of Psychology of Education, 39, 1229-1259.
  • Ural, S. (2013). Okul öncesi çocuk kitaplarının tanımı. M. Gönen (Ed.), Çocuk edebiyatı içinde (s. 33-72). Ankara: Eğiten Kitap.
  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.
  • Wong, K. M., Cheung, M. W. W. & Chiu, K. M. (2021). Learning art through Picture books with young children. Art Education, 74(4), 33-38.
  • Yang, C.-H., Cheng, J.-C., & Chou, M.-J. (2016). Empowering children's creativity with the instruction of wordless picture books. European Journal of Research and Reflection in Educational Sciences, 4(7), 2-14.
  • Yekeler, A. D. ve Cengiz, Ö. (2018). Okul öncesi dönem çocuklarının sözsüz kitap anlatımlarında hikâye elementlerinin incelenmesi. Electronic Turkish Studies, 13(19), 1935-1952.
  • Yıldırım, A. ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. baskı). Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2018). Case Study Research and Applications: Design and methods (6th ed.). London: Sage Publications.
  • Zhang, R., Brown, S., & Lysaker, J. (2024). A cross-case study of children’s oral narratives and image reading of a wordless picturebook. Reading & Writing Quarterly, 40(3), 191-210.
  • Zhang, R., Xue, M., & Lysaker, J. T. (2022). Between and within pictures: Gaps and imagination in comprehending wordless books. Literacies Across the Lifespan Journal, 2(1), 3-12.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe ve Sosyal Bilimler Eğitimi (Diğer)
Bölüm Makaleler
Yazarlar

Sema Çelebi 0000-0001-7446-8480

Dila Nur Yazıcı 0000-0003-3340-4901

Berrin Akman 0000-0001-5668-4382

Yayımlanma Tarihi 7 Temmuz 2024
Gönderilme Tarihi 27 Şubat 2024
Kabul Tarihi 6 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 12 Sayı: 3

Kaynak Göster

APA Çelebi, S., Yazıcı, D. N., & Akman, B. (2024). Okul Öncesi Öğretmenlerinin Sessiz Kitap Kullanımı: Bir Durum Çalışması. Ana Dili Eğitimi Dergisi, 12(3), 606-624. https://doi.org/10.16916/aded.1443907

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