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What Do Children's Books Say to Adults?

Year 2024, Volume: 57 Issue: 2, 531 - 589, 25.07.2024

Canan Aslan , Ferah Burgul Adıgüzel

https://doi.org/10.30964/auebfd.1309081

Abstract

Children's literature is used not only to support children's developmental processes but also in
adult education programs for different purposes. Adults who read such books in line with their
interests and wishes, without being part of any program, are worth knowing about who they
read the books for and their thoughts about the contribution of the books to them. This study
aims to reveal the opinions of adults about the children's literature products they read in
adulthood, for whom they read, and their contributions to themselves. The research was
designed according to the basic qualitative research approach. The research study group
consists of 221 volunteer adults who read children's literature products in line with their
interests. The group was determined by criterion sampling, one of the purposive sampling
methods. The data were collected online via a form containing questions suitable for the
purpose of the research. In addition, semi-structured interviews were conducted with five
volunteer adults. The content analysis method was used to analyze the data. As a result of the
study, adults mostly read children's books for themselves, their children, students, relatives, and
friends' children; these books stated that it contributed to understanding and communicating
with the child, self-knowledge and understanding, self-development, and increasing subjective
well-being.

Keywords

: Children literature education adult education children

References

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  • Alkan-Ersoy, Ö. & Bayraktar, V. (2018). Okul öncesi dönemde çocuk edebiyatı kavramı ve çocuk kitaplarının özellikleri. [The concept of children's literature in pre-school period and characteristics of children's books] Çocuk edebiyatı, (Ed.: A. Turla), 52- 83. Hedef CS.
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Çocuk Kitapları Yetişkinlere Ne Söylüyor?

Year 2024, Volume: 57 Issue: 2, 531 - 589, 25.07.2024

Canan Aslan , Ferah Burgul Adıgüzel

https://doi.org/10.30964/auebfd.1309081

Abstract

Çocuk edebiyatı ürünleri yalnızca çocukların gelişimsel süreçlerini desteklemek için değil,
farklı amaçlarla yetişkin eğitimi programlarında da kullanılmaktadır. Kimi yetişkinlerse çocuk
kitaplarını bir program dâhilinde olmaksızın, kendi ilgi ve isteği doğrultusunda okumaktadır.
Kendi ilgi ve isteğiyle çocuk kitapları okuyan yetişkinlerin bu kitapları kimin için okudukları
ve kitapların kendilerine katkıları konusundaki görüşleri bilinmeye değer bir konudur. Bu
araştırmanın temel amacı, yetişkinlerin yetişkinlik döneminde gönüllü olarak okudukları çocuk
edebiyatı ürünlerini kimin için okudukları ve bu kitapların kendilerine katkıları konusundaki
görüşlerini ortaya çıkarmaktır. Araştırma, temel nitel araştırma yaklaşımına göre desenlemiştir.
Araştırmanın çalışma grubu, kendi ilgi ve isteği doğrultusunda çocuk edebiyatı ürünleri okuyan
gönüllü 221 yetişkindir. Grup, amaçlı örnekleme yöntemlerinden ölçüt örnekleme yoluyla
belirlenmiştir. Veriler, içinde araştırmanın amacına uygun soruların yer aldığı bir form
aracılığıyla çevrimiçi ortamda toplanmış; ayrıca beş gönüllü yetişkinle yarı yapılandırılmış
görüşmeler yapılmıştır. Verilerin çözümlenmesinde içerik çözümlemesi yöntemi kullanılmıştır.
Çalışmanın sonucunda yetişkinler sırasıyla en çok kendileri, çocukları, öğrencileri, akrabaları,
arkadaşlarının çocukları ve yakınları için çocuk kitapları okuduklarını; bu kitapların “çocuğu
anlama ve çocukla iletişim kurma”, “kendini tanıma ve anlama”, “kendini geliştirme” ve “öznel
iyi oluş halini artırma” konusunda kendilerine katkı sağladığını belirtmişlerdir.

Keywords

çocuk edebiyatı eğitim yetişkin eğitimi yetişkin eğitiminde çocuk edebiyatı

References

  • Al Khaiyali, A. T. S. (2014). ESL Elementary teachers' use of children's picture books to initiate explicit instruction of reading comprehension strategies. English Language Teaching, 7(2), 90–102. https://doi.org/10.5539/elt.v7n2p90
  • Alkan-Ersoy, Ö. & Bayraktar, V. (2018). Okul öncesi dönemde çocuk edebiyatı kavramı ve çocuk kitaplarının özellikleri. [The concept of children's literature in pre-school period and characteristics of children's books] Çocuk edebiyatı, (Ed.: A. Turla), 52- 83. Hedef CS.
  • Appelt, E. A. (1985). Not for the little kids: The picture book in ESL. TESL Canada Journal, 2(2), 67-78. https://doi.org/10.18806/tesl.v2i2.465
  • Aslan, C. (2008). Yaşam gerçekliğinin çocuklara iletilmesi bakımından “100 Temel Eser”deki öyküler üzerine bir çözümleme [An analysis of the stories in the “100 Basic Works” in terms of conveying the reality of life to children]. 4. Uluslararası çocuk ve iletişim kongresi- uluslararası çocuk filmleri festivali ve kongresi bildirileri, (4th International Children and Communication Congress & 4th International Children Films Festival & Congress “Children Under Risk”. Türkiye, İstanbul Üniversitesi İletişim Fakültesi, (I), 85-98.
  • Aslan, C. (2014). Türkiye’de çocuk ve gençlik edebiyatında duyarlı konuların (Sensititive Issues) ele alınışı üzerine eleştirel bir yaklaşım. [A critical approach to the handling of sensitive issues in children's and youth literature in Turkey] Eleştirel Pedagoji, 32, 51-56.
  • Aslan, C. (2019). Çocuk edebiyatı ve duyarlık eğitimi. [Children's literature and sensitivity training] PegemA Yayıncılık.
  • Barber Carey, M. (1995). Continuing the exploration of books: A Family Literacy Program for Challenged Adults. Doctor Gertrude A. Barber Center, Erie, PA. https://files.eric.ed.gov/fulltext/ED373171.pdf
  • Benedict, S., & Carlisle, L. (Eds.). (1992). Beyond words: Picture books for older readers and writers. Heinemann.
  • Billman, L. W. (2002). Aren't these books for little kids? Educational Leadership, 60(3),48-51. https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=7738499&site=ehost-live
  • Bishop, R., & Hickman, J. (1992). Four or fourteen or forty: Picture books are for everyone. S. Benedict and L. Carlisle (Eds.), Beyond words: Picture books for older readers and writers, (pp.1-10). Heinemann.
  • Bloem, Patricia L. (1995). Bringing books to adult literacy classrooms. Research to Practice. Kent State Univ., OH. Ohio Literacy Resource Center.
  • Bloem, Patricia L., & Padak, Nancy D. (1996). Picture books, young adult books, and adult literacy learner. Journal of Adolescent & Adult Literacy, 40(1), 48-51. https://www.jstor.org/stable/40012112
  • Bradbury, S., & Liu, F. (2003). Everywhere a children's book: The view form Taiwan. Hornbook Magazine, 237-248. https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9188337&site=ehost-live
  • Brazee, P. (1992). Using picture books to promote the learning of science. S. Benedict & L. Carlisle (Eds.), Beyond words: Picture books for older readers and writers, (pp. 107-133). Portsmouth, NH: Heinemann.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, E. A., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel araştırma yöntemleri. [Scientific research methods] Pegem Akademi.
  • Collie, J., & Slater, S. (1990). Literature in the language classroom: A resource book of ideas and activities. Cambridge University Press.
  • Costello, B., & Kolodziej, N. J. (2006). A middle school teacher's guide for selecting picture books (EJ752877). ERIC. https://files.eric.ed.gov/fulltext/EJ752877.pdf
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Details

Primary Language Turkish
Subjects Children's Literature
Journal Section Research Article
Authors

Canan Aslan 0000-0002-0015-286X

Ferah Burgul Adıgüzel 0000-0003-1962-0712

Early Pub Date April 19, 2024
Publication Date July 25, 2024
Published in Issue Year 2024 Volume: 57 Issue: 2

Cite

APA Aslan, C., & Burgul Adıgüzel, F. (2024). Çocuk Kitapları Yetişkinlere Ne Söylüyor?. Ankara University Journal of Faculty of Educational Sciences (JFES), 57(2), 531-589. https://doi.org/10.30964/auebfd.1309081
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