Temel Eğitim Bölümü (Okul Öncesi Eğitimi) / Department of Elementary Education

Permanent URI for this collectionhttps://hdl.handle.net/11413/6784

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Browsing Temel Eğitim Bölümü (Okul Öncesi Eğitimi) / Department of Elementary Education by Publisher "Routledge"

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    Insights Into Early Childhood English Education: A Comparative Analysis of Perspectives Between English Teachers and Preschool Teachers
    (Routledge, 2024) Özütler, Nisa Nur; Demir, Ebiha; YAĞAN, SEVCAN
    The study aims to illuminate and compare of the perceptions of Turkish preschool and EFL teachers regarding English language education in the preschool years. The study is a basic qualitative research method involving 16 Turkish EFL and Turkish preschool teachers. As a result, the teachers showed similar views about early English education benefits a child’s language, cognitive, and socio-emotional development. However, both groups expressed dissatisfaction with the quality of early English education, highlighting the challenges. Teachers emphasized that English language should be taught by native Turkish speakers rather than native English speakers. © 2024 ASPE.
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    Mother–Child Interactions During Shared Reading With Digital and Print Books
    (Routledge, 2020) ÖZTÜRK, GÜLŞAH; Hill, Susan
    This study explored the quality of interactions in mother–child shared reading with a print book and with an electronic book on an i-Pad. The study involved a Turkish mother and her 5-year-old son who were observed at home when reading the printed book Ay’ı kim çaldı? (Who stole the moon?) and its exact digital match. The shared book reading interactions were analysed in terms of (a) the amount of talk with the different book formats and (b) the content of the mother–child talk including the focus of the talk, expansion of ideas and behavioural-related talk. The results revealed that print book reading engaged the child in higher-level thinking compared to digital book reading. There was greater frequency of non-immediate talk in the print book reading compared to the digital book reading. Also, results suggested that the digital book encouraged more behaviour-related talk related to negotiating the book sharing routine.