Description of Turkish Children's Drawing, Early Writing and Narrative Skills Using A Picture Book

Year 2019, Volume: 52 Issue: 2, 495 - 523, 01.08.2019

Dilek Acer , Gökçe Karaman Benli

https://doi.org/10.30964/auebfd.556553

Cited By: 1

Abstract

This study investigates the drawing, early writing and
narrative skills among Turkish children aged 36-61 months using a picture book.
The participants were 60 children–28 girls and 32 boys–who attended two
preschool institutions in Ankara, Turkey. Two checklists developed by the
researchers were used to investigate the drawing and writing skills of children
after picture books were read to them following the Dialogic Reading method. In
addition, the qualitative methodology of content and descriptive analyses was
utilized for transcription and analyses of voice records in order to create
categories relating to the participant children’s narrative skills. Turkish
children did what was expected from them after reading a picture book. Study
results suggest some differences occur with regard to line types and human
figures between the drawing behavior of children aged 36-48 months and those
aged 49-61 months. It was observed that the drawing aptitude of the older
group; those aged 49-61 months, was more developed. This result is similar to
the findings of other relevant literature. Furthermore, an investigation of the
children’s writing products indicated that age is a determining factor in skill
development. Picture books revealed children’s early literacy skills and the
results indicated that drawing, writing and narrative skills should be
supported through an interconnected learning process.

Keywords

Dialogic reading, drawing, early writing, narrative, preschool, children

Türk Çocuklarının Çizim, Yazma ve Anlatım Becerilerinin Resimli Bir Öykü Kitabı Kullanarak Betimlenmesi

Abstract

Bu
çalışmanın amacı 36-61 aylık Türk çocuklarının çizim, yazma ve anlatım
becerilerini incelemektir. Çalışmaya Ankara’da bulunan iki okul öncesi eğitim
kurumuna devam eden 36-61 aylık 28’i kız, 32’si erkek olmak üzere toplam 60
çocuk katılmıştır. Çocuklara resimli bir öykü kitabı Etkileşimli Kitap Okuma
yöntemine göre okunduktan sonra çizim ve yazma becerileri, oluşturulan kontrol
listeleri ile incelenmiştir. Anlatım becerilerine ilişkin kategoriler ise
alınan ses kayıtlarının yazıya aktarılmasından sonra nitel araştırma
yöntemlerinden içerik ve betimsel analiz teknikleriyle belirlenmiştir. Çalışma
sonuçlarına göre 36-48 aylık çocuklarla 49-61 aylık çocukların çizimleri
arasında çizgi türleri, insan figürleri ve şekilleri açısından bazı
farklılıklar bulunmaktadır. Çizim becerilerinin büyük yaş grubu çocuklarda daha
anlaşılır olduğu görülmektedir. Her iki yaş grubunda yer alan çocukların yazı
ürünleri incelendiğinde ise yazının yönü, resim ve yazı arasındaki farkın
anlaşılmış olması gibi becerilerin yine yaşlarına göre farklılaştığı
söylenebilir. Çocukların anlatım becerileri ise altı farklı kategoriye
ayrılmıştır. Bu çalışmanın sonuçları, çocukların çizim, yazma ve anlatım
becerilerinin birbiriyle bağlantılı öğrenme süreçleri ile desteklenmesi
gerektiğini göstermektedir.

Keywords

Etkileşimli kitap okuma, çizim, yazma, anlatım, okul öncesi dönem, çocuklar

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