The Effect of Project Approach-Based Education on Children's Early Literacy Skills

Autor/inn/en	Akyol, Tugçe; Senol, Fatma Betül; Can Yasar, Münevver
Titel	The Effect of Project Approach-Based Education on Children's Early Literacy Skills
Quelle	In: International Journal of Contemporary Educational Research, 9 (2022) 2, S.248-258 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akyol, Tugçe) ORCID (Senol, Fatma Betül) ORCID (Can Yasar, Münevver)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Active Learning; Student Projects; Emergent Literacy; Foreign Countries; Reading Skills; Kindergarten; Young Children; Student Characteristics; Family Characteristics; Turkey + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Frühleseunterricht; Ausland; Reading skill; Lesefertigkeit; Frühe Kindheit; Türkei
Abstract	This study aimed to determine the effect of project-based education on children's early literacy skills. Experimental design with pre-test-post-test control group was used in the research. The study group of the research consisted of a total of 36 children in the experimental (n: 18) and control (n: 18) groups, who attended independent kindergartens affiliated to the Ministry of National Education in the city center of Afyon, which were randomly selected from the population. As a data collection tool in the study, the "General Information Form" developed by the researchers to collect personal information about children and families (gender, number of siblings, duration of pre-school education, parents' ages, educational status, occupation) and to evaluate early literacy skills the "Test of Early Literacy" (TEL) developed by Kargin, Güldenoglu and Ergül (2015) were used. A project-based education program was applied to the children in the experimental group, 3 days a week for 8 weeks. A statistically significant difference was found between the pre-test and post-test mean scores of children in the experimental and control groups on all TEL and its subdimensions, in favor of the scores they obtained in the post-test. Because of the positive change in the experimental and control groups, the differences between the pretest and post-test scores were compared between the children in the experimental and control groups. As a result of the comparison, a statistically significant difference was found in favor of the experimental group. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01