Examining the Use of Picture Books in Preschool Education Institutions

Autor/inn/en	Adak Özdemir, Atiye; Hidir, Filiz; Özdemir Beceren, Burcu
Titel	Examining the Use of Picture Books in Preschool Education Institutions
Quelle	In: Journal of Language and Linguistic Studies, 15 (2019) 2, S.535-559 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Adak Özdemir, Atiye) ORCID (Hidir, Filiz) ORCID (Özdemir Beceren, Burcu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Picture Books; Preschool Education; Preschool Children; Preschool Teachers; Preschools; Foreign Countries; Childrens Literature; Fairy Tales; Story Reading; Reading Strategies; Turkey + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Ausland; 'Children''s literature'; Kinderliteratur; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Reading strategy; Leselernstufe; Lesetechnik; Türkei
Abstract	The present study aims to examine the use of picture books in preschool classes. Case Study, a qualitative research method, was employed as the research method. The data were collected through video recording, semistructured interviews, and documents. They were analyzed by means of document and descriptive analysis techniques. The research findings revealed that the books in the classes were generally composed of the picture books in the form of series and fairy tale books. Teachers participating in this study thought that books were not sufficient in most classes and that in addition to the books present in the classes, there should be more books related to science. The research findings showed that when children are read informative picture books, they display more distracted behavior compared to when narrative picture books are read. However, when examined in general, distracted behavior by children while the teacher reads were understood to be associated more with the strategies that the teacher uses while reading. The most remarkable finding of the study was that the teachers made a limited eye contact with the children while story reading, they did not adjust their tones according to the characters and carry out an activity except asking questions about the story in the post-story reading process. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01