Etkileşimli Kitap Okuma Uygulamalarının Çocukların Dil ve Sosyal-Duygusal Gelişimine Etkisinin İncelenmesi

Abstract

In this study, the effects of interactive book reading technique on the language and social emotional development of 48–66-month-old children compared to traditional reading technique were investigated. The study was conducted with 87 children in an independent kindergarten. The research is mixed method experimental design. Family Information Form, Attitude Toward Reading Scale, Denver II Developmental Screening Test, TEDIL and SEAM were used as data collection tools. In the application, 30 books were read to the experimental group with the interactive book reading technique and to the control group with the traditional book reading technique. It was found that the interactive book reading technique statistically supported language development more than the traditional reading technique in the 48-60-month-old and 60-66-month-old groups. As a result of the evaluation of the social emotional development of the same groups, a significant difference was found in the total scores of SEAM of 48-60-month-old children, while no significant difference was found in 60-66-month-old children. A significant difference was found in the pre-test and post-test dependent sample t-test results of 48-60 and 60-66-month-old children's SEAM total scores. It was found that both techniques supported social emotional development in these groups; interactive book reading technique was more effective than traditional book reading technique in the 48-60-month-old group. Significant differences were found in the sub-dimensions of displaying a positive self-image, regulating the level of mobility and attention, and various adaptation skills in the 48-60-month-old group, while the sub-dimension of showing independence showed significant differences in 48-60-month-old and 60-66-month-old children.