An Investigation of the Effects of Dialogic Reading Program Applied in Children’s Homes on Children’s Language Development

Serap Efe Kendüzler

Makale detayları

An Investigation of the Effects of Dialogic Reading Program Applied in Children’s Homes on Children’s Language Development

Yazarlar:

Serap Efe Kendüzler

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.230-244

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001328522

pISSN:

2687-1750

Anahtar kelimeler:

Özet:

 The aim of this study is to investigate the effect of dialogic reading education given to care staff working in childrens homes on the language development of children in need of protection and the views of care staff on dialogic reading. The study was designed using the explanatory sequential mixed method in which quantitative and qualitative research methods were used together. The study group consisted of 9 children aged 5-8 years living in childrens homes and 6 care staff responsible for their care. Girls and boys live in separate homes, and the average age of the children is 6 years and 7 months. One of the participating care staff members is male, and the remaining five are female. The ages of the participating staff range between 35 and 40. First, dialogic reading training was given to a total of six care staff members working in two different care homes. The training was completed in two sessions. After the training, the Peabody Picture Vocabulary Test was administered to the children in the childrens homes as a pre-test. The care staff who completed the training were asked to read books to the children for four weeks using the dialogic reading technique. After the application, the same test was administered as a post-test. Following the quantitative data collection, qualitative data were gathered through semi-structured interviews with the care staff. As a result of the study, a significant difference was found between the pre-test and post-tests of the children who received dialogic reading. In addition, the participant staff stated that dialogic reading increased childrens interest in book, developed various skills in children, and contributed to their professional development. This study recommends that care staff in childrens homes receive training on dialogic reading and that this method be integrated into daily practice. Additionally, future studies with larger sample sizes and control groups should be conducted, and early interventions for language development in early childhood should be prioritized.

 The aim of this study is to investigate the effect of dialogic reading education given to care staff working in childrens homes on the language development of children in need of protection and the views of care staff on dialogic reading. The study was designed using the explanatory sequential mixed method in which quantitative and qualitative research methods were used together. The study group consisted of 9 children aged 5-8 years living in childrens homes and 6 care staff responsible for their care. Girls and boys live in separate homes, and the average age of the children is 6 years and 7 months. One of the participating care staff members is male, and the remaining five are female. The ages of the participating staff range between 35 and 40. First, dialogic reading training was given to a total of six care staff members working in two different care homes. The training was completed in two sessions. After the training, the Peabody Picture Vocabulary Test was administered to the children in the childrens homes as a pre-test. The care staff who completed the training were asked to read books to the children for four weeks using the dialogic reading technique. After the application, the same test was administered as a post-test. Following the quantitative data collection, qualitative data were gathered through semi-structured interviews with the care staff. As a result of the study, a significant difference was found between the pre-test and post-tests of the children who received dialogic reading. In addition, the participant staff stated that dialogic reading increased childrens interest in book, developed various skills in children, and contributed to their professional development. This study recommends that care staff in childrens homes receive training on dialogic reading and that this method be integrated into daily practice. Additionally, future studies with larger sample sizes and control groups should be conducted, and early interventions for language development in early childhood should be prioritized.

 The aim of this study is to investigate the effect of dialogic reading education given to care staff working in childrens homes on the language development of children in need of protection and the views of care staff on dialogic reading. The study was designed using the explanatory sequential mixed method in which quantitative and qualitative research methods were used together. The study group consisted of 9 children aged 5-8 years living in childrens homes and 6 care staff responsible for their care. Girls and boys live in separate homes, and the average age of the children is 6 years and 7 months. One of the participating care staff members is male, and the remaining five are female. The ages of the participating staff range between 35 and 40. First, dialogic reading training was given to a total of six care staff members working in two different care homes. The training was completed in two sessions. After the training, the Peabody Picture Vocabulary Test was administered to the children in the childrens homes as a pre-test. The care staff who completed the training were asked to read books to the children for four weeks using the dialogic reading technique. After the application, the same test was administered as a post-test. Following the quantitative data collection, qualitative data were gathered through semi-structured interviews with the care staff. As a result of the study, a significant difference was found between the pre-test and post-tests of the children who received dialogic reading. In addition, the participant staff stated that dialogic reading increased childrens interest in book, developed various skills in children, and contributed to their professional development. This study recommends that care staff in childrens homes receive training on dialogic reading and that this method be integrated into daily practice. Additionally, future studies with larger sample sizes and control groups should be conducted, and early interventions for language development in early childhood should be prioritized.

 Bu çalışmanın amacı çocuk evlerinde çalışan bakım personellerine verilen diyaloğa dayalı kitap okuma eğitiminin, korunmaya muhtaç çocukların dil gelişimine etkisini ve bakım personellerinin diyaloğa dayalı okuma hakkındaki görüşlerini araştırmaktır. Çalışma, nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı açıklayıcı sıralı karma yöntemi kullanarak tasarlanmıştır. Araştırmanın çalışma grubu, çocuk evlerinde yaşayan 5-8 yaşlarında 9 çocuk ve onların bakımlarından sorumlu 6 bakım personelinden oluşmaktadır. Kız çocuklar ve erkek çocuklar ayrı evlerde kalmaktadır ve çocukların yaş ortalaması 6 yıl 7 aydır. Katılımcı bakım personelinden biri erkek, kalan beşi kadındır. Katılımcı personelin yaşları 35 ile 40 arasında değişmektedir. İlk olarak iki farklı bakım evinde görevli toplam 6 bakım personeline diyaloğa dayalı okuma eğitimi verilmiştir. Eğitim iki oturumda tamamlanmıştır. Eğitimin ardından çocuk evinde yer alan çocuklara Peabody Resim Kelime Testi ön test olarak uygulanmıştır. Eğitimi tamamlayan bakım personellerinden diyaloğa dayalı okuma tekniği ile çocuklara dört hafta boyunca kitap okumaları istenmiştir. Uygulamanın ardından aynı test son test olarak uygulanmıştır. Nicel verilerin ardından nitel veriler yarı bakım personelleri ile yarı yapılandırılmış görüşmeler ile toplanmıştır. Araştırmanın sonucunda diyaloğa dayalı okuma gerçekleştirilen çocukların ön test ve son testleri arasında anlamlı bir fark elde edilmiştir. Ayrıca katılımcı personeller diyaloğa dayalı okumanın çocukların kitap sevgisini artırdığını, çocuklarda çeşitli becerileri geliştirdiğini, mesleki gelişimlerine katkı sağladığını belirtmişlerdir. Bu çalışma, çocuk evlerinde çalışan personelin diyalojik okuma konusunda eğitim almasını ve bu yöntemin günlük uygulamalara entegre edilmesini önermektedir. Ayrıca, gelecekte daha geniş örneklemli ve kontrol gruplu çalışmalar yapılmalı ve erken çocukluk döneminde dil gelişimine yönelik erken müdahalelere öncelik verilmelidir.

Makale detayları

An Investigation of the Effects of Dialogic Reading Program Applied in Children’s Homes on Children’s Language Development

Yazarlar:

Serap Efe Kendüzler

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.230-244

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001328522

pISSN:

2687-1750

Dialogic Reading

Protected Children

Early Childhood

Language DevelopmentDiyaloğa Dayalı okuma

Koruma Altındaki Çocuklar

Erken Çocukluk

Dil Gelişimi

Sayı

Makale detayları

Yazarlar: Serap Efe Kendüzler

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Çocuk Gelişimi Eğitimi

Dergi: Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.230-244

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001328522

pISSN: 2687-1750

Sayı

Yazarlar:

Serap Efe Kendüzler

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.230-244

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001328522

pISSN:

2687-1750