Babaların Etkileşimli Kitap Okuma Süreçlerinin Çeşitli Değişkenler Açısından İncelenmesi

Abstract

This study was carried out in order to better understand the interactive book reading processes of fathers with children attending preschool education and to examine them in terms of various variables. The case study pattern of the qualitative research model was used in the research. The study group of the research consists of 20 fathers who have children attending preschool education. The data in the research were collected with the "Demographic Information Form", the videos in which the fathers recorded their book reading processes, and the "Interactive Book Reading Checklist" prepared by the researcher by taking the opinions of the field experts. The obtained data were analyzed in the MAXQDA program. As a result of these analyzes, the main themes of "Mathematics Skill", "Interaction" and "Early Literacy Skills" were formed. In order to deal with the themes in more detail, they were also divided into categories and subcategories and interpreted. As a result of the research, it was seen that fathers who have a graduate education level, have a high income, have a daughter and read to their children more often interact more with their children during the interactive reading process. However, it was noted that these variables alone are not sufficient predictors. At the same time, it has been observed that fathers whose spouses do not work interact less with their children during the interactive book reading process. It has been pointed out that fathers who are at undergraduate level and who report that they read to their children several times a week have very little interaction with their children during the interactive book reading process. It was noticed that before the interactive book reading, the fathers did not introduce the children to the author, the illustrator and the publisher. It was observed that they did not support the child's early literacy skills in the interactive book reading process. It was noted that after the interactive book reading, the fathers did not ask questions that would enable the children to give creative answers.