An Examination of Preschool Teachers' Use of Interactive Book Reading

Authors : Damla Ceylan, Şenel Elaldı

Pages : 483-499

View : 33 | Download : 51

Publication Date : 2024-07-31

Article Type : Research Paper

Abstract :This mixed methods study aims to examine the use of interactive book reading of preschool teachers. While the participants of the quantitative dimension consisted of 51 preschool teachers selected by convenience sampling method from preschool teachers working in different provinces and districts of Turkey, among these teachers, 36 preschool teachers who volunteered to participate in the qualitative dimension of the research were made up of the study group of the qualitative dimension. Quantitative data were collected through a 22 item questionnaire developed by the researchers and frequency percentage, arithmetic mean and standard deviation values of each item were calculated. Qualitative data were collected through semi-structured interviews and analyzed with the content analysis. Results suggested that while the item “I show the cover of the book to the children before reading it” has the highest percentage ( f=%100) in terms of “always agree”, the item “I use images to explain the words in the book that I think the children do not know” has the lowest percentage (f=%21,6). On the other hand, it was concluded that teachers included reading activities in the daily education flow but they did not have enough information about the interactive book reading and did not adequately apply the steps of the interactive book reading. Therefore, it is suggested that interactive book reading should be included in the preschool education programs and that preschool teachers should follow the steps of the techniques so that they can spend their book reading activities more efficiently.
Keywords : Etkileşimli kitap okuma, Okul öncesi öğretmenleri, İçerik analizi