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Çocuğu Okul Öncesi Eğitime Devam Eden Annelerin Okuma İnancı ve Ev Erken Okuryazarlık Ortamlarının Demografik Değişkenler Açısından İncelenmesi

Year 2023, Volume: 21 Issue: 1, 425 - 452, 28.04.2023

Lütfiye Coşkun

https://doi.org/10.37217/tebd.1189625
Cited By: 1

Abstract

Çocukların ileri dönem akademik ve sosyal başarıları üzerinde etkili olan erken okuryazarlık becerilerinin, okul öncesi dönem boyunca aileler tarafından desteklenmesi gerekmektedir. Ailelerin bu becerileri desteklemeye yönelik evde gerçekleştirdikleri uygulamalar ve sahip oldukları okuma inançları üzerinde etkili olabilecek değişkenlerin incelenmesi ise çocukların erken okuryazarlık becerilerine katkı sunma açısından önemlidir. Bu çalışmada çocuğu okul öncesi eğitime devam eden annelerin ev erken okuryazarlık ortamı ve anne okuma inançlarının anne yaşı, anne öğrenim düzeyi, ailenin sosyoekonomik düzeyi, çocuk yaşı ve çocuğun okul öncesi eğitim alma süresi değişkenlerine göre incelenmesi amaçlanmıştır. İlişkisel tarama modelinin kullanıldığı bu çalışmada araştırmanın evrenini Kilis İl Millî Eğitim Müdürlüğüne bağlı resmi bağımsız anaokullarına devam eden çocukların anneleri, araştırmanın örneklemini ise 2021-2022 eğitim-öğretim yılında bağımsız anaokullarına devam eden çocuklar arasından basit tesadüfi örnekleme yöntemine göre seçilen 191 çocuğun annesi oluşturmaktadır. Araştırmanın verileri “Demografik bilgi formu”, “Ebeveyn okuma inancı ölçeği” ve “Ev erken okuryazarlık ortamı ölçeği” kullanılarak toplanmıştır. Araştırmadan elde edilen bulgular ev erken okuryazarlık ortamı üzerinde anne yaş, anne öğrenim düzeyi ve ailenin sosyoekonomik düzeyinin etkili olduğu, ancak çocuk yaşı ve okul öncesi eğitim alma süresinin etkili olmadığını göstermiştir. Anne okuma inancı üzerinde ise anne öğrenim düzeyinin etkili olduğu, ancak anne yaşı, ailenin sosyoekonomik düzeyi, çocuk yaşı ve okul öncesi eğitim alma süresinin etkili olmadığı görülmüştür.

Keywords

Ev Erken Okuryazarlık Ortamı Ebeveyn Okuma İnancı Erken Okuryazarlık Becerisi

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Examination of Home Early Literacy Environment and Reading Beliefs of Mothers with Preschoolers in Terms of Demographic Variables

Year 2023, Volume: 21 Issue: 1, 425 - 452, 28.04.2023

Lütfiye Coşkun

https://doi.org/10.37217/tebd.1189625
Cited By: 1

Abstract

Early literacy skills, which are effective on the future academic and social success of children, should be supported by families throughout the preschool period. It is important to examine the variables that may be effective in the practices that families perform at home to support these skills and parental reading beliefs since they can contribute to the early literacy skills of the children. This study aimed at examining the reading beliefs of mothers of preschoolers and home early literacy environment based on mothers’ age, education, socioeconomic level, as well as child age and child's preschool education duration. In the study, in which correlational survey method was used, the population of the study consisted of mothers of children who were attending independent kindergartens affiliated with Kilis Provincial Directorate of National Education and the sample consisted of mothers of 191 children selected using the simple random sampling method among children attending these independent kindergartens in the 2021-2022 Academic Year. The data for the study were collected using a "Demographic information sheet", "Parent reading belief scale", and "Home early literacy environment scale". Findings showed that the home early literacy environment was affected by mother age, mother education, and socioeconomic level; however, child age and duration of preschool education were found to be not effective. On the other hand, mother education was found to be effective on parent reading belief; whereas, mother age, socioeconomic level, child age, and duration of preschool education were not effective.

Keywords

The Home Early Literacy Environment Parent Reading Belief Early Literacy Skills

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  • Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M. & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary school. Early Education and Development, 25(8), 1248-1264. https://doi.org/10.1080/10409289.2014.932236
  • Coşkun, L. & Deniz, Ü. (2019). Evde uygulanan eğitim etkinliklerinin 48-60 aylık çocukların okumaya ve yazmaya hazırlık becerileri üzerine etkisinin incelenmesi. Gazi Eğitim Fakültesi Dergisi, 39(2), 873-893. https://doi.org/10.17152/gefad.401224
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  • Curenton, S. & Justice, L. M. (2008). Children’s preliteracy skills: Influence of mothers’ education and beliefs about shared-reading interactions. Early Education and Development, 19, 261-283. https://doi.org/10.1080/10409280801963939
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  • Debaryshe, B. D. & Binder, J. C. (1994). Evaluation of an instrument for measuring parents' beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311. https://doi:10.2466/pms.1994.78.3c.1303
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  • DeBaryshe, B. D., Binder, J. C. & Buell, M. J. (2000). Mother’s implicit theories of early literacy instruction: Implications for children’s reading and writing. Early Child Development and Care, 160, 119-131. https://doi.org/10.1080/0030443001600111
  • DesJardin, J. L. & Ambrose, S. E. (2010). The importance of the home literacy environment for developing literacy skills in young children who are deaf or hard of hearing. Young Exceptional Children, 13, 28-44. https://doi.org/10.1177/1096250610387270
  • Dodici, B. J., Draper, D. C. & Peterson, C. A. (2003). Early parent child interactions and early literacy development. Topics in Early Childhood Special Education, 23(3), 124-136. https://doi.org/10.1177/02711214030230030301
  • Dynia, J. M., Purtell, K. M., Justice, L. M., Pratt, A. S. & Hijlkema, M. J. (2020). Home literacy environments in Maya communities in the Yucatan Peninsula. Early Education and Development, 31(3), 411-425. https://doi.org/10.1080/10409289.2019.1651813
  • Ebert, S., Lehrl, S. & Weinert, S. (2020). Differential effects of the home language and literacy environment on child language and theory of mind and their relation to socioeconomic background. Original Research, 11, 1-18. https://doi.org/10.3389/fpsyg.2020.555654
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There are 64 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Lütfiye Coşkun 0000-0003-2039-1056

Publication Date April 28, 2023
Submission Date October 15, 2022
Acceptance Date February 28, 2023
Published in Issue Year 2023 Volume: 21 Issue: 1

Cite

APA Coşkun, L. (2023). Çocuğu Okul Öncesi Eğitime Devam Eden Annelerin Okuma İnancı ve Ev Erken Okuryazarlık Ortamlarının Demografik Değişkenler Açısından İncelenmesi. Türk Eğitim Bilimleri Dergisi, 21(1), 425-452. https://doi.org/10.37217/tebd.1189625

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The Journal of Turkish Educational Sciences is published by Gazi University.