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Resimli Hikâye Kitabı Seçme Kriteri Ölçeği ve Çocuğa Resimli Hikâye Kitabı Okuma Davranışı Ölçeği: Geçerlik ve Güvenirlik Çalışması

Year 2023, Volume: 12 Issue: 2, 233 - 251, 15.04.2023

Gonca Uludağ Mehmet Alver Gülşah Çevik

https://doi.org/10.14686/buefad.1113030

Abstract

Bu çalışma, Resimli Hikâye Kitabı Seçme Kriteri Ölçeğinin ve Çocuğa Resimli Hikâye Kitabı Okuma Davranışı Ölçeğinin geliştirilmesini amaçlamaktadır. Üçlü Likert tipteki bu ölçeklerin yapı geçerliğini sağlamak için sırasıyla Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiştir. AFA sonuçları Resimli Hikâye Kitabı Seçme Kriteri Ölçeğinin 17 madde ve 3 boyuttan oluştuğunu göstermektedir. Bu ilk ölçeğin tamamı için Cronbach Alfa katsayısı 0.775’dir. DFA sonucunda ise modelin yapısı doğrulanmıştır. AFA sonuçları Çocuğa Resimli Hikâye Kitabı Okuma Davranışı Ölçeğinin 9 maddeden ve tek boyuttan oluştuğunu göstermektedir. Bu ikinci ölçeğin Cronbach Alfa katsayısı 0.787’dir. DFA sonuçları modelin tek boyutlu yapısının doğrulandığını göstermektedir. Sonuç olarak her iki ölçeğin de amacına uygun, geçerli ve güvenilir olduğu belirlenmiştir. Bu çalışma, ebeveynlerin çocukları için resimli hikâye kitapları seçme ve bu kitapları okuma konusundaki güvenini arttırma ve eğitimcilerin ebeveynleri ve aileleri desteklemelerine yardımcı olma fırsatları sunmaktadır.

Keywords

Resimli hikaye kitabı Çocuklara kitap okuma ebeveyn erken çocukluk geçerlik-güvenirlik ölçek

References

  • American Academy of Pediatrics. (2008). Using their words: Helping preschoolers get a good start in reading and learning. https://www.healthychildren.org/English/ages-stages/preschool/Pages/Using-Their-Words.aspx
  • Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiple literacies: Parents' and children's mathematical talk within storybook reading. Mathematics Education Research Journal, 16(3), 15–26.
  • Aram, D., & Aviram, S. (2009). Mothers' storybook reading and kindergartners' socioemotional and literacy development. Reading Psychology, 30(2), 175-194.
  • Bayraktar, V. (2019). View of mothers on internal and external structures of storybooks. e- Kafkas Journal of Educational Research, 6(1), 24-34.
  • Bracken, S. S., & Fischel, J .E. (2008). Family reading behavior and early literacy skills in preschool children from low-income backgrounds. Early Education and Development, 19(1), 45-67.
  • Burgess, S. R., S. A., Hecht, & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408-426.
  • Büyüköztürk, Ş. (2016). Veri analizi el kitabı [Data analysis handbook] (22nd ed.). Ankara: Pegem Academy Publishing.
  • Cheng, J. (2019). Research on the cultivation of infants and young children' early reading habits in two-child family environment Advances in Social Science, Education and Humanities Research, 325.
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319.
  • Cutler, L. E. (2020). Parents' physically performative behaviors during shared book reading: An observational study. Unpublished Doctoral Thesis, University of Delaware.
  • Debaryshe, B. D. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20, 455-461.
  • Deniz, A., & Gönen, M. (2020). Reliability and validity of the Picture Story Assessment Scale. Journal of Early Childhood Studies, 4(2), 88-116.
  • DeWellis, R. F. (2016). Scale development: Theory and applications (4th ed.). SAGE Publications, Inc.
  • Duffy, G. G. (1967). Developing the reading habit. The Reading Teacher, 21(3), 253-256.
  • Er, S. (2020). Okul öncesi dönemde dil gelişimi ve sözel dil becerileri [Language development and verbal language skills in preschool period]. In G. Uludağ (Ed.), Erken okuryazarlık eğitimi [Early literacy education] (pp. 51-66). Nobel Academic Publishing.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). SAGE Publications Ltd.
  • Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25(1), 64-103.
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference, 11.0 update (4th ed.). Allyn & Bacon.
  • Griffith, P. L., Beach, S.A., Ruan, J., & Dunn, L. (2008). Literacy for young children: A guide for early childhood educators. CA: Corwin Press.
  • Gönen, M., Uludağ, G., Fındık Tanrıbuyurdu, E., & Tüfekçi, E. (2014). The examination of children’s picture books’ features for 0-3-year-olds. Hacettepe University Journal of Education, 29(1), 126-139.
  • Hladikova, H. (2014). “Children's book illustrations: Visual language of picture books.” CRIS- Bulletin of the Centre for Research and Interdisciplinary Study, 1. https://doi.org/10.2478/cris-2014-0002
  • Hu, L. T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Işıkoğlu-Erdoğan, N. (2016). Examination of child-parent shared reading activities in early childhood period. Kastamonu Journal of Education, 24(3), 1071-1086.
  • Işıkoğlu Erdoğan, N., Şimşek, Z. C., & Canbeldek, M. (2017). The effects of home-based dialogic reading intervention on 4-5-year-old children’s language development. Gazi University Journal of Gazi Educational Faculty, 37(2), 789-809.
  • Işıtan, S., Saçkes, M., & Biber, K. (2020). Supporting children's early literacy development at home. Journal of Education for Life, 34(2), 284-298.
  • Jacoby, J., & Mathell, M. S. (1971). Three point Likert scale are good enough. Journal of Marketing Research, 8, 495-500.
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International, Inc.
  • Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2014). Developmentally appropriate curriculum best practices in early childhood education (5th ed.). Pearson Education Limited.
  • Kline, P. (1994). An easy guide to factor analysis. Routledge.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563-575.
  • Likert, R. (1932). A technique for the measurement of attitudes. In R. S. Woodworth (Ed.), Archives of Psychology, 140, 1-55.
  • Logan, Jessica A. R., Justice, L. M., Yumuş, M., & Chaparro-Moreno, L. J. (2019). When children are not read to at home: The million-word gap. Journal of Developmental and Behavioral Pediatrics, 40(5), 383-386.
  • Machado, J. M. (2010). Early childhood experiences in language arts: Early literacy (9th ed.). Wadsworth, Cengage Learning.
  • McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. Reading Teacher, 60(8), 742–751.
  • Morrow, L. M. (2007). Developing literacy in preschool. NY: The Guilford Press.
  • Odabaş, H., Odabaş, Z. Y., & Polat, C. (2008). Reading habit of university students: The model of Ankara University. Information World, 9(2), 431-465.
  • O'Fallon, M., Holzen, K. V., & Newman, R. S. (2020). Preschoolers' word-learning during storybook reading interactions: Comparing repeated and elaborated input. Journal of Speech, Language, and Hearing Research, 63(3), 814-826.
  • Oğuzkan, F. A. (2013). Children’s literature (10th ed.). Anı Publishing.
  • Özen, B. (2020). Examination of 3-6 age illustrated children books published between the years of 2010-2017 in Germany in terms of individual differences. Unpublished Doctorate Dissertation, Trakya University.
  • Patel, S., Segal, A., & Martin-Chang, S. (2020). I love this story!” examining parent-child interactions during storybook reading. Early Education and Development. https://doi.org/10.1080/10409289.2020.1755159.
  • Pekdoğan, S. (2017). Investigation of measurements for children’s pictures books selection of parents with 3-6 year old children. EKEV Academy Journal, 21(71), 315-326.
  • Preston, C. C., & Colman, A. M. (2000). Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104, 1-15.
  • Robertson, S. J. L., & Reese, E. (2015). The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 0(0), 1–23. https://doi.org/10.1177/1468798415598354.
  • Santi, Y. (2020). The effect of use of picture story book on visual intelligence in early childhood. Journal of Xi'an University of Architecture & Technology, 12(7).
  • Sawyer, W. E. (2012). Growing up with literature (6th ed.). Cengage Learning.
  • Schermelleh-Engel, K., Moosbrugger, H., & Muller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74.
  • Sever, S. (2008). Okulöncesi dönemdeki çocuklara seslenen kitaplarda bulunması gereken temel özellikleri [Basic features of books for preschool children]. In Z. Güneş (Ed.), Okul öncesinde çocuk edebiyatı [Children’s literatıure in preschool period] (pp. 55-72). Eskişehir: Anadolu University Publishing.
  • Sönmez, V., & Alacapınar, F. G. (2016). Sosyal bilimlerde ölçme aracı hazırlama [Preparing measurement tool in social sciences]. Anı Publishing.
  • Suhr, D. D. (2006). Exploratory or confirmatory factor analysis?. Cary, NC: SAS Institute.
  • Sutton, M., Sofka, A., Bojczyk, K., & Curenton, S. (2007). Assessing the quality of storybook reading. In K. Pence (Ed.), Assessment in emergent literacy (pp. 227- 265). Plural Publishing.
  • Tabachnick, B. G., & Fidell, L .S. (2007). Using multivariate statistics. (5th ed.). Pearson Education. Inc.
  • Tanju, E. H. (2010). An overview of the habit of reading books in children. Family and Society, 11(6), 30-39.
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS] (5th ed.). Nobel Academic Publishing.
  • Tay, L., & Jebb, A. (2017). Scale development. In S. Rogelberg (Ed.), Encyclopedia of Industrial and Organizational Psychology (2nd ed.). Thousand Oaks, Sage.
  • Tezbaşaran, A. (1997). Likert tipi ölçek geliştirme kılavuzu [Guide for Likert type scale development]. Turkish Psychological Association Publishing.
  • Tezbaşaran, A. (2008). Likert tipi ölçek geliştirme kılavuzu [Guide for Likert type scale development] (3rd ed.). Turkish Psychological Association Publishing.
  • Thanuskodi, S. (2011). Reading habits among library and information science students of Annamalai University: A survey. International Journal of Educational Sciences, 3(2), 79-83.
  • The Republic of Turkey Ministry of National Education [MoNE]. (2013). Çocuk edebiyatına giriş [Introduction to children's literature]. Ankara.
  • Tuncer, N. (2000). What is a picture book as a genre?. In Sever, S. (Ed.), Children's literature in 99 questions (3th ed) (pp. 202-206). Children's Foundation Publications.
  • Ural, S. (2013). Description of preschool children's books. In M. Gönen (Ed.), Children’s literature, (pp. 33-56). Eğiten Publishing.
  • Uzmen, S. (2001). Okul öncesi eğitim kurumlarına devam eden altı yaş çocuklarının prososyal davranışlarının resimli çocuk kitapları ile desteklenmesi [Enhancing six year old preschool children’s prosocial behaviors by using picture books]. Unpublished doctoral thesis, Hacettepe University.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Yapıcı, Ş. (2004). Language development in child. Journal of Human Sciences, 1(1).
  • Yurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması [Using content validity indices for content validity in scale development studies]. In Proceedings of the XIV. National Conference on Educational Science 28-20 September 2005 (pp. 1-6). Pamukkale University.

Selection and Reading of Picture Storybook for Young Children: A Scale Development Study

Year 2023, Volume: 12 Issue: 2, 233 - 251, 15.04.2023

Gonca Uludağ Mehmet Alver Gülşah Çevik

https://doi.org/10.14686/buefad.1113030

Abstract

The study aims to develop the Picture Storybook Selection Criteria Scale and the Picture Storybook Reading Behavior Scale for Children. The scales' initial forms were administered to 306 parents with 48-72-month-old children. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to ensure these three-point-Likert-type scales' structure validity. The EFA results suggest that the Picture Storybook Selection Criteria Scale consists of 17 items and three factors. The Cronbach Alpha coefficient for this first scale as a whole is 0.775. As a result of CFA, the construct of the model was confirmed. The EFA results suggest that the Picture Storybook Reading Behavior Scale consists of nine items with one factor. The Cronbach Alpha coefficient of the second scale is 0.787. CFA results show that the model's one-factor construct was confirmed. As a result, it was determined that both scales were suitable for their purpose, valid and reliable. This study provides opportunities to increase parents' confidence in choosing and reading picture storybooks for their children and to help educators support parents and families.

Keywords

Picture storybook reading for children parent early childhood validity-reliability

References

  • American Academy of Pediatrics. (2008). Using their words: Helping preschoolers get a good start in reading and learning. https://www.healthychildren.org/English/ages-stages/preschool/Pages/Using-Their-Words.aspx
  • Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiple literacies: Parents' and children's mathematical talk within storybook reading. Mathematics Education Research Journal, 16(3), 15–26.
  • Aram, D., & Aviram, S. (2009). Mothers' storybook reading and kindergartners' socioemotional and literacy development. Reading Psychology, 30(2), 175-194.
  • Bayraktar, V. (2019). View of mothers on internal and external structures of storybooks. e- Kafkas Journal of Educational Research, 6(1), 24-34.
  • Bracken, S. S., & Fischel, J .E. (2008). Family reading behavior and early literacy skills in preschool children from low-income backgrounds. Early Education and Development, 19(1), 45-67.
  • Burgess, S. R., S. A., Hecht, & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408-426.
  • Büyüköztürk, Ş. (2016). Veri analizi el kitabı [Data analysis handbook] (22nd ed.). Ankara: Pegem Academy Publishing.
  • Cheng, J. (2019). Research on the cultivation of infants and young children' early reading habits in two-child family environment Advances in Social Science, Education and Humanities Research, 325.
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319.
  • Cutler, L. E. (2020). Parents' physically performative behaviors during shared book reading: An observational study. Unpublished Doctoral Thesis, University of Delaware.
  • Debaryshe, B. D. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20, 455-461.
  • Deniz, A., & Gönen, M. (2020). Reliability and validity of the Picture Story Assessment Scale. Journal of Early Childhood Studies, 4(2), 88-116.
  • DeWellis, R. F. (2016). Scale development: Theory and applications (4th ed.). SAGE Publications, Inc.
  • Duffy, G. G. (1967). Developing the reading habit. The Reading Teacher, 21(3), 253-256.
  • Er, S. (2020). Okul öncesi dönemde dil gelişimi ve sözel dil becerileri [Language development and verbal language skills in preschool period]. In G. Uludağ (Ed.), Erken okuryazarlık eğitimi [Early literacy education] (pp. 51-66). Nobel Academic Publishing.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). SAGE Publications Ltd.
  • Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25(1), 64-103.
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference, 11.0 update (4th ed.). Allyn & Bacon.
  • Griffith, P. L., Beach, S.A., Ruan, J., & Dunn, L. (2008). Literacy for young children: A guide for early childhood educators. CA: Corwin Press.
  • Gönen, M., Uludağ, G., Fındık Tanrıbuyurdu, E., & Tüfekçi, E. (2014). The examination of children’s picture books’ features for 0-3-year-olds. Hacettepe University Journal of Education, 29(1), 126-139.
  • Hladikova, H. (2014). “Children's book illustrations: Visual language of picture books.” CRIS- Bulletin of the Centre for Research and Interdisciplinary Study, 1. https://doi.org/10.2478/cris-2014-0002
  • Hu, L. T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Işıkoğlu-Erdoğan, N. (2016). Examination of child-parent shared reading activities in early childhood period. Kastamonu Journal of Education, 24(3), 1071-1086.
  • Işıkoğlu Erdoğan, N., Şimşek, Z. C., & Canbeldek, M. (2017). The effects of home-based dialogic reading intervention on 4-5-year-old children’s language development. Gazi University Journal of Gazi Educational Faculty, 37(2), 789-809.
  • Işıtan, S., Saçkes, M., & Biber, K. (2020). Supporting children's early literacy development at home. Journal of Education for Life, 34(2), 284-298.
  • Jacoby, J., & Mathell, M. S. (1971). Three point Likert scale are good enough. Journal of Marketing Research, 8, 495-500.
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International, Inc.
  • Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2014). Developmentally appropriate curriculum best practices in early childhood education (5th ed.). Pearson Education Limited.
  • Kline, P. (1994). An easy guide to factor analysis. Routledge.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563-575.
  • Likert, R. (1932). A technique for the measurement of attitudes. In R. S. Woodworth (Ed.), Archives of Psychology, 140, 1-55.
  • Logan, Jessica A. R., Justice, L. M., Yumuş, M., & Chaparro-Moreno, L. J. (2019). When children are not read to at home: The million-word gap. Journal of Developmental and Behavioral Pediatrics, 40(5), 383-386.
  • Machado, J. M. (2010). Early childhood experiences in language arts: Early literacy (9th ed.). Wadsworth, Cengage Learning.
  • McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. Reading Teacher, 60(8), 742–751.
  • Morrow, L. M. (2007). Developing literacy in preschool. NY: The Guilford Press.
  • Odabaş, H., Odabaş, Z. Y., & Polat, C. (2008). Reading habit of university students: The model of Ankara University. Information World, 9(2), 431-465.
  • O'Fallon, M., Holzen, K. V., & Newman, R. S. (2020). Preschoolers' word-learning during storybook reading interactions: Comparing repeated and elaborated input. Journal of Speech, Language, and Hearing Research, 63(3), 814-826.
  • Oğuzkan, F. A. (2013). Children’s literature (10th ed.). Anı Publishing.
  • Özen, B. (2020). Examination of 3-6 age illustrated children books published between the years of 2010-2017 in Germany in terms of individual differences. Unpublished Doctorate Dissertation, Trakya University.
  • Patel, S., Segal, A., & Martin-Chang, S. (2020). I love this story!” examining parent-child interactions during storybook reading. Early Education and Development. https://doi.org/10.1080/10409289.2020.1755159.
  • Pekdoğan, S. (2017). Investigation of measurements for children’s pictures books selection of parents with 3-6 year old children. EKEV Academy Journal, 21(71), 315-326.
  • Preston, C. C., & Colman, A. M. (2000). Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104, 1-15.
  • Robertson, S. J. L., & Reese, E. (2015). The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 0(0), 1–23. https://doi.org/10.1177/1468798415598354.
  • Santi, Y. (2020). The effect of use of picture story book on visual intelligence in early childhood. Journal of Xi'an University of Architecture & Technology, 12(7).
  • Sawyer, W. E. (2012). Growing up with literature (6th ed.). Cengage Learning.
  • Schermelleh-Engel, K., Moosbrugger, H., & Muller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74.
  • Sever, S. (2008). Okulöncesi dönemdeki çocuklara seslenen kitaplarda bulunması gereken temel özellikleri [Basic features of books for preschool children]. In Z. Güneş (Ed.), Okul öncesinde çocuk edebiyatı [Children’s literatıure in preschool period] (pp. 55-72). Eskişehir: Anadolu University Publishing.
  • Sönmez, V., & Alacapınar, F. G. (2016). Sosyal bilimlerde ölçme aracı hazırlama [Preparing measurement tool in social sciences]. Anı Publishing.
  • Suhr, D. D. (2006). Exploratory or confirmatory factor analysis?. Cary, NC: SAS Institute.
  • Sutton, M., Sofka, A., Bojczyk, K., & Curenton, S. (2007). Assessing the quality of storybook reading. In K. Pence (Ed.), Assessment in emergent literacy (pp. 227- 265). Plural Publishing.
  • Tabachnick, B. G., & Fidell, L .S. (2007). Using multivariate statistics. (5th ed.). Pearson Education. Inc.
  • Tanju, E. H. (2010). An overview of the habit of reading books in children. Family and Society, 11(6), 30-39.
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS] (5th ed.). Nobel Academic Publishing.
  • Tay, L., & Jebb, A. (2017). Scale development. In S. Rogelberg (Ed.), Encyclopedia of Industrial and Organizational Psychology (2nd ed.). Thousand Oaks, Sage.
  • Tezbaşaran, A. (1997). Likert tipi ölçek geliştirme kılavuzu [Guide for Likert type scale development]. Turkish Psychological Association Publishing.
  • Tezbaşaran, A. (2008). Likert tipi ölçek geliştirme kılavuzu [Guide for Likert type scale development] (3rd ed.). Turkish Psychological Association Publishing.
  • Thanuskodi, S. (2011). Reading habits among library and information science students of Annamalai University: A survey. International Journal of Educational Sciences, 3(2), 79-83.
  • The Republic of Turkey Ministry of National Education [MoNE]. (2013). Çocuk edebiyatına giriş [Introduction to children's literature]. Ankara.
  • Tuncer, N. (2000). What is a picture book as a genre?. In Sever, S. (Ed.), Children's literature in 99 questions (3th ed) (pp. 202-206). Children's Foundation Publications.
  • Ural, S. (2013). Description of preschool children's books. In M. Gönen (Ed.), Children’s literature, (pp. 33-56). Eğiten Publishing.
  • Uzmen, S. (2001). Okul öncesi eğitim kurumlarına devam eden altı yaş çocuklarının prososyal davranışlarının resimli çocuk kitapları ile desteklenmesi [Enhancing six year old preschool children’s prosocial behaviors by using picture books]. Unpublished doctoral thesis, Hacettepe University.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Yapıcı, Ş. (2004). Language development in child. Journal of Human Sciences, 1(1).
  • Yurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması [Using content validity indices for content validity in scale development studies]. In Proceedings of the XIV. National Conference on Educational Science 28-20 September 2005 (pp. 1-6). Pamukkale University.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Gonca Uludağ 0000-0001-5665-9363

Mehmet Alver 0000-0003-4832-7363

Gülşah Çevik 0000-0002-2065-7013

Early Pub Date March 10, 2023
Publication Date April 15, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

Cite

APA Uludağ, G., Alver, M., & Çevik, G. (2023). Selection and Reading of Picture Storybook for Young Children: A Scale Development Study. Bartın University Journal of Faculty of Education, 12(2), 233-251. https://doi.org/10.14686/buefad.1113030
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