An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development-Reference-Cited by-同舟云学术

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

Published:2018 Issue: Volume: Page:188-220
ISSN:2372-109X
Container-title:Psycholinguistics and Cognition in Language Processing
language:
Short-container-title:

Author:

Cengiz Gülüzar Şule Tepetaş¹,Gönen Mübeccel²

Affiliation:

1. Abant İzzet Baysal University, Turkey

2. Hacettepe University, Turkey

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.

Publisher

IGI Global

Reference89 articles.

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