Okul Öncesi Dönem Çocukların İsim Yazma, Yazı Farkındalığı ve Alfabe Bilgisi Becerilerinin İncelenmesi ve Erken Okuryazarlık Açısından Risk Grubunda Olan Çocuklarla Karşılaştırılması

Abstract

In this research; It was aimed to determine whether there is a significant difference between the name writing, print awareness and alphabet knowledge of normally developing preschool children according to age, socioeconomic status, gender and parents' education level, and to compare them with children in the risk group in terms of early literacy. Relational screening model was used. In the study, within the "Demographic Family Information Form" that prepared by the researcher to determine the demographic characteristics of the child and the family, assessment tools were used as follows; "Name Writing Performance Evaluation" to evaluate name writing performances, and "Early Literacy Skills Assessment Tool (EOBDA)" to evaluate print awareness and phonological awareness, ''Letter Knowledge'' to evaluate alphabet knowledge, ''Home Environment Early Literacy Scale (EROY-EV)'' to evaluate the home early literacy environment and ''Early Development Inventory (EGE)'' to evaluate children's development. The sample of the study consisted of 97 children between the ages of 3 and 6 who attended private and public kindergartens in Ankara and whose families voluntarily agreed to participate, as well as 23 children with low scores in terms of early literacy and their families. The families of all participants were informed about the study and signed an informed consent form. The findings of the research showed that there were significant differences in name writing, print awareness and alphabet knowledge between the normally developing group and the risky developing group. Significant differences were found in name writing, print awareness and alphabet knowledge according to age and gender, but no statistically significant difference was found according to socioeconomic status and parental education level.