EXAMINATION OF THE RELATIONSHIP BETWEEN PRESCHOOL TEACHERS’ READING MOTIVATIONS AND 3-6 YEAR OLD CHILDREN'S BOOK SELECTION CRITERIA

Hatice Kübra Sabancılar; Erhan Alabay

Makale detayları

EXAMINATION OF THE RELATIONSHIP BETWEEN PRESCHOOL TEACHERS’ READING MOTIVATIONS AND 3-6 YEAR OLD CHILDREN'S BOOK SELECTION CRITERIA

Yazarlar:

Hatice Kübra Sabancılar | Erhan Alabay

Yayıncı:

Nevsehir Haci Bektas Veli University

Ana Başlıklar:

Öğretmen ve Öğrenci Refahı | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Kapadokya Eğitim Dergisi Vol.6 Issue 1, pp.82-96

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351175

pISSN:

2717-9346

Anahtar kelimeler:

Özet:

 This study aims to examine the correlational relationship between preschool teachers reading motivation and their selection criteria for childrens books intended for ages 3 to 6. It also seeks to investigate whether these factors differ according to demographic variables such as the city in which they reside, the frequency of reading during their childhood, and their annual reading habits. The sample consisted of 220 preschool teachers working in Istanbul and Tokat provinces. The data were collected using the Adult Reading Motivation Scale and the Preschool Teachers and Parents Criteria for Choosing Childrens Books Ages 3-6 Scale. In the study, normality tests, kurtosis and skewness values were examined, and parametric tests were used. Based on the findings of the study, it was determined that preschool teachers living in small cities had significantly lower reading motivation compared to those living in large cities. Additionally, it was found that teachers who read more books as children currently have higher reading motivation. However, no significant differences were observed between preschool teachers adult reading motivation and variables such as gender, type of school they work at, whether they take children on library trips, or whether they have a bookshelf or library in their classrooms. Furthermore, a low-level positive relationship was found between preschool teachers adult reading motivation and their criteria for selecting books for children.

 This study aims to examine the correlational relationship between preschool teachers reading motivation and their selection criteria for childrens books intended for ages 3 to 6. It also seeks to investigate whether these factors differ according to demographic variables such as the city in which they reside, the frequency of reading during their childhood, and their annual reading habits. The sample consisted of 220 preschool teachers working in Istanbul and Tokat provinces. The data were collected using the Adult Reading Motivation Scale and the Preschool Teachers and Parents Criteria for Choosing Childrens Books Ages 3-6 Scale. In the study, normality tests, kurtosis and skewness values were examined, and parametric tests were used. Based on the findings of the study, it was determined that preschool teachers living in small cities had significantly lower reading motivation compared to those living in large cities. Additionally, it was found that teachers who read more books as children currently have higher reading motivation. However, no significant differences were observed between preschool teachers adult reading motivation and variables such as gender, type of school they work at, whether they take children on library trips, or whether they have a bookshelf or library in their classrooms. Furthermore, a low-level positive relationship was found between preschool teachers adult reading motivation and their criteria for selecting books for children.

 This study aims to examine the correlational relationship between preschool teachers reading motivation and their selection criteria for childrens books intended for ages 3 to 6. It also seeks to investigate whether these factors differ according to demographic variables such as the city in which they reside, the frequency of reading during their childhood, and their annual reading habits. The sample consisted of 220 preschool teachers working in Istanbul and Tokat provinces. The data were collected using the Adult Reading Motivation Scale and the Preschool Teachers and Parents Criteria for Choosing Childrens Books Ages 3-6 Scale. In the study, normality tests, kurtosis and skewness values were examined, and parametric tests were used. Based on the findings of the study, it was determined that preschool teachers living in small cities had significantly lower reading motivation compared to those living in large cities. Additionally, it was found that teachers who read more books as children currently have higher reading motivation. However, no significant differences were observed between preschool teachers adult reading motivation and variables such as gender, type of school they work at, whether they take children on library trips, or whether they have a bookshelf or library in their classrooms. Furthermore, a low-level positive relationship was found between preschool teachers adult reading motivation and their criteria for selecting books for children.

 Araştırma, okul öncesi öğretmenlerin okuma motivasyonlarıyla 3-6 yaş çocuk kitabı seçim kriterleri arasındaki korelasyonel ilişkiyi incelemeyi ve bu faktörlerin yaşadığı şehir, çocukluk dönemi okuma sıklığı ve yıllık kitap okuma alışkanlıkları gibi demografik değişkenlere göre farklılık gösterip göstermediğini araştırmayı amaçlamaktadır. Örneklemi İstanbul ve Tokatta görev yapan 220 okul öncesi öğretmen oluşturmaktadır. Veriler Yetişkin Okuma Motivasyonu Ölçeği ve Okul Öncesi Öğretmeninin ve Ebeveynlerin Çocuk Kitabı Seçim 3-6 Yaş Kriterleri Ölçeği kullanılarak toplanmıştır. Araştırmada değerler normal dağılım gösterdiği için parametrik testlerden yararlanılmıştır. Araştırmanın bulgularına göre, küçük şehirlerde yaşayan okul öncesi öğretmenlerinin okuma motivasyonlarının, büyük şehirlerde yaşayan öğretmenlere kıyasla anlamlı bir şekilde daha düşük olduğu tespit edilmiştir. Ayrıca, çocukken daha fazla kitap okuyan öğretmenlerin, günümüzde okuma motivasyonlarının daha yüksek olduğu bulunmuştur. Ancak, öğretmenlerinin yetişkin okuma motivasyonu ile cinsiyet, çalıştıkları okul türü, çocukları kütüphaneye götürme alışkanlıkları ve sınıflarında kitaplık veya kütüphane bulunup bulunmaması gibi değişkenler arasında anlamlı bir farklılaşma gözlemlenmemiştir. Bunun yanı sıra, öğretmenlerinin yetişkin okuma motivasyonu ile çocuklar için kitap seçim kriterleri arasında düşük düzeyde pozitif yönde bir ilişki olduğu belirlenmiştir.

Makale detayları

EXAMINATION OF THE RELATIONSHIP BETWEEN PRESCHOOL TEACHERS’ READING MOTIVATIONS AND 3-6 YEAR OLD CHILDREN'S BOOK SELECTION CRITERIA

Yazarlar:

Hatice Kübra Sabancılar | Erhan Alabay

Yayıncı:

Nevsehir Haci Bektas Veli University

Ana Başlıklar:

Öğretmen ve Öğrenci Refahı | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Kapadokya Eğitim Dergisi Vol.6 Issue 1, pp.82-96

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351175

pISSN:

2717-9346

Preschool teacher

Reading motivation

children literature

Selection Criteras for Children’s Picture BookOkul öncesi öğretmeni

okuma motivasyonu

çocuk edebiyatı

resimli çocuk kitabı seçim kriterleri

Sayı

Makale detayları

Yazarlar: Hatice Kübra Sabancılar | Erhan Alabay

Yayıncı: Nevsehir Haci Bektas Veli University

Ana Başlıklar: Öğretmen ve Öğrenci Refahı | Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Kapadokya Eğitim Dergisi Vol.6 Issue 1, pp.82-96

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001351175

pISSN: 2717-9346

Sayı

Yazarlar:

Hatice Kübra Sabancılar | Erhan Alabay

Yayıncı:

Nevsehir Haci Bektas Veli University

Ana Başlıklar:

Öğretmen ve Öğrenci Refahı | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Kapadokya Eğitim Dergisi Vol.6 Issue 1, pp.82-96

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351175

pISSN:

2717-9346