Abstract:

The aim of this study is to increase the interaction between the educator and the book by discussing the picture storybooks used in the picture story reading activities carried out by the preschool educators through the literature circle methods. Thus, the contribution of the literature circle to the effectiveness of the educator in the reading process was attempted to be determined. Literature circle applications are based on the Reader Response Theory, which was put forward by Rosenblatt. Since it aims to intervene in an educational situation and is carried out directly with preschool educators, this study was designed with action research, one of the qualitative research methods. In this study, action research was used for the teaching methods, learning strategies, and in-service development of preschool educators. The participants of the research are four preschool educators. Criterion sampling technique was used to determine the participants. As for the data collection, semi-structured interview form, participants’ diaries, and researcher's diary were used. Content analysis technique was used in the analysis of the data. At the end of the research, it was concluded that the literature circle method affected the reading process in three different ways. These are (a) professional development, (b) relativity for the student, and (c) planning the teaching process. It was concluded that the reading circle method had a positive effect on the professional development of the participants, enabling the proper reading process for the student and effective planning of in-class practices. In the light of the research findings, it is recommended that more studies be conducted to enable preschool educators to examine and understand picture storybooks in more detail. In addition, hands-on workshops and further research studies can be carried out that enable preschool educators to get to know picture storybooks and make use of these books in their schools through different reading methods.

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