Creating a Reading Culture in a Preschool in Collaboration with Children, Teachers and Parents

Autor/in	Ince Samur, Ayse Özgül
Titel	Creating a Reading Culture in a Preschool in Collaboration with Children, Teachers and Parents
Quelle	In: International Journal of Progressive Education, 17 (2021) 4, S.405-436 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Preschool Children; Preschool Education; Reading Instruction; Stakeholders; Preschool Teachers; Parent Participation; Foreign Countries; Action Research; Childrens Literature; Instructional Design; Beginning Reading; Reading Attitudes; Turkey + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseunterricht; Erzieher; Erzieherin; Kindergärtnerin; Elternmitwirkung; Ausland; Projektforschung; 'Children''s literature'; Kinderliteratur; Lesson concept; Lessonplan; Unterrichtsentwurf; Erstleseunterricht; Reading behavior; Rading behaviour; Leseverhalten; Türkei
Abstract	Adopting a reading culture is a process that takes shape in family starting from the moment the child is born and school environment. The most critical phase of this process is the "preschool period." Therefore, the main purpose of this study is to construct a systematic intervention to create a reading culture in the preschool period. For this purpose, the study included "preschoolers, teachers, and parents" as the participants considering them as stakeholders in the process of building a reading culture. The population of the study is the preschools located in the district of Eregli, Zonguldak, Turkey and the sample consists of 16 preschoolers at a preschool in Eregli along with their parents (n=16) and their teachers (n=2). The study was carried out as an action research conducted for a period of 12 weeks. The 12-week intervention timeline is divided into two phases. In the first phase (first six weeks), the seminars on creating a reading culture were given to teachers and parents by a field expert and in-class observations of preschoolers were made. In the second phase, creative reading activities were implemented with the children (as two sections - A and B) for an hour once a week. The data come from observations, interviews, and participant diaries and were analyzed through content analysis. The study is considered to be crucial for the relevant literature as it includes children, teachers and parents, at the same time, as the three key stakeholders in the process of building a reading culture. At the end of the 12-week intervention, both positive and significant changes were observed both in children and parents as well as in teachers in terms of theoretical and practical aspects of adopting a reading culture. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01