60-72 aylık iki dilli çocuklarla yapılan paylaşımlı kitap okumanın çocukların dil gelişimine etkisinin incelenmesi
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Tarih
2024
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Yayıncı
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı, 60-72 aylık iki dilli okul öncesi dönem çocuklarıyla yapılan paylaşımlı kitap okumanın çocukların dil gelişimine etkisinin incelenmesidir. Ön test-son test kontrol gruplu yarı deneysel desen şeklinde oluşturulan araştırmanın çalışma grubu Muş ili Bulanık ilçesinde iki ayrı köyde Milli Eğitim Bakanlığı'na bağlı ilkokullardaki anasınıflarında öğrenim gören 60-72 ay arasındaki 12 deney ve 12 kontrol grubu olmak üzere toplam 24 çocuktan oluşmaktadır. Paylaşımlı kitap okuma uygulaması öncesinde deney ve kontrol gruplarına Temel vd. (2021) tarafından, Türkiye'de yaşayan iki dilli çocukların Türkçe dil gelişiminin değerlendirilmesi amacıyla geliştirilmiş olan "İki Dilli Çocuklar için Türkçe Değerlendirme Aracı (İÇ-TDA)" ve araştırmacı tarafından hazırlanmış olan "Demografik Bilgi Formu" uygulanmıştır. Deney grubundaki çocuklarla, paylaşımlı kitap okuma uygulamaları 2022-2023 eğitim öğretim yılı Mayıs-Haziran ayları arasında toplam altı hafta süresince, haftada iki kitap okunarak gerçekleştirilmiştir. Bu sürede kontrol grubuna herhangi bir müdahalede bulunulmamıştır. Altı haftalık uygulama süresi sonunda "İki Dilli Çocuklar için Türkçe Değerlendirme Aracı (İÇ-TDA)" her iki grupta yer alan çocuklar için, araştırmacı tarafından tekrar uygulanmıştır. Araştırmadan elde edilen bulgulara göre; uygulama öncesinde benzer dil gelişimi seviyelerine sahip olan deney ve kontrol gruplarından, paylaşımlı kitap okuma uygulamasına katılan deney grubundaki çocukların dil gelişimlerinin katılmayanlara göre anlamlı düzeyde gelişim gösterdiği sonucuna ulaşılmıştır. Bu bağlamda paylaşımlı kitap okumanın iki dilli çocukların dil gelişimini desteklemede etkili bir yöntem olduğu sonucuna ulaşılmıştır. Çalışmanın farklı sosyoekonomik koşullara sahip çocuklar üzerinde ve farklı yaş gruplarında uygulanarak farklılık ve benzerliklerin incelenmesi önerilmiştir.
The purpose of this study was to investigate the effect of shared reading on the language development of 60 to 72-month-old bilingual preschool children. The study group of the research, which was formed as a quasi-experimental design with pretest-posttest control group, consisted of 24 children between the ages of 60-72 months, 12 in the experimental group and 12 in the control group, who were attending kindergartens in primary schools affiliated to the Ministry of National Education in two different villages in Bulanık district of Muş province. Prior to the program implementation, the experimental and control groups were subjected to the "Turkish Assessment Tool for Bilingual Children (İÇ-TDA)" developed by Temel et al. (2021) to assess the Turkish language development of bilingual children living in Turkey and the "Demographic Information Form" repared by the researcher. For the children in the experimental group, shared reading activities were carried out for a total of six weeks between May and June of the 2022-2023 academic year by reading two books a week. The control group was not interfered with during this period. At the end of the six-week implementation period, the researcher administered the "Turkish Assessment Tool for Bilingual Children (İÇ-TDA)" again for the children in both groups. According to the findings obtained from the study, it was concluded that the language development of the children who participated in the shared reading practice in both the experimental and control groups, who had similar language development levels before the practice, improved significantly compared to those who did not participate. In this context, it was concluded that shared reading is an effective method to support bilingual children language development. It is recommended that the study should be applied on children with different socioeconomic circumstances and in different age groups to examine varying effects.
The purpose of this study was to investigate the effect of shared reading on the language development of 60 to 72-month-old bilingual preschool children. The study group of the research, which was formed as a quasi-experimental design with pretest-posttest control group, consisted of 24 children between the ages of 60-72 months, 12 in the experimental group and 12 in the control group, who were attending kindergartens in primary schools affiliated to the Ministry of National Education in two different villages in Bulanık district of Muş province. Prior to the program implementation, the experimental and control groups were subjected to the "Turkish Assessment Tool for Bilingual Children (İÇ-TDA)" developed by Temel et al. (2021) to assess the Turkish language development of bilingual children living in Turkey and the "Demographic Information Form" repared by the researcher. For the children in the experimental group, shared reading activities were carried out for a total of six weeks between May and June of the 2022-2023 academic year by reading two books a week. The control group was not interfered with during this period. At the end of the six-week implementation period, the researcher administered the "Turkish Assessment Tool for Bilingual Children (İÇ-TDA)" again for the children in both groups. According to the findings obtained from the study, it was concluded that the language development of the children who participated in the shared reading practice in both the experimental and control groups, who had similar language development levels before the practice, improved significantly compared to those who did not participate. In this context, it was concluded that shared reading is an effective method to support bilingual children language development. It is recommended that the study should be applied on children with different socioeconomic circumstances and in different age groups to examine varying effects.
Açıklama
Anahtar Kelimeler
Paylaşımlı Kitap Okuma, Dil Gelişimi, İki Dillilik, Okul Öncesi Eğitim, Shared Reading, Language Development, Bilingualism, Preschool Education
