An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development

Coordinators' notebook : an international resource for early childhood development Pub Date : 2019-01-01 DOI:10.4018/978-1-5225-4009-0.CH010

Gülüzar Şule Tepetaş Cengiz, M. Gönen

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引用次数: 1

Abstract

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.

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幼儿教师绘本故事阅读活动与幼儿语言发展关系的研究

本章考察了教师绘本阅读活动与48- 60月龄儿童语言发展的关系，并确定了不同变量对这种关系的影响。研究样本由Kırşehir省5所独立幼儿园的208名48至60个月大的儿童和10名教师组成。采用适当的统计方法对研究中获得的数据进行分析。研究结果发现，幼儿教师在日常课程中进行绘本阅读活动与幼儿的语言发展有显著的关系。研究结果显示绘本阅读活动对语言发展的重要性。本章建议进行纵向研究，详细调查教师和家长参与绘本阅读活动的情况，并制定支持儿童语言发展的计划。

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Coordinators' notebook : an international resource for early childhood development

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