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Bu araştırma çocukları okul öncesi eğitim kurumlarına devam eden annelerin okuma inançlarının belirlenmesi ve çeşitli değişkenler açısından incelenmesi amacı ile yapılmıştır. Araştırmanın evrenini 2012-2013 eğitim öğretim yılında Kırıkkale il merkezindeki resmi okul öncesi eğitim kurumlarına devam eden 3-5 yaş çocuklarının anneleri oluşturmuştur. Araştırmanın örneklemi ise evren içinden seçilen 481 annedir. Araştırmada veri toplam aracı olarak DeBaryshe ve Binder (1994) tarafından geliştirilmiş, orijinal adı Parent Reading Belief Inventory olan Ebeveyn Okuma İnanç Ölçeği kullanılmıştır. Araştırmada ilişkisel tarama yöntemi uygulanmıştır. Annelerin okuma inançları çocuğun yaşı, cinsiyeti, devam ettiği okul türü, annenin sahip olduğu çocuk sayısı, yaşı, gelir düzeyi, öğrenim seviyesi değişkenleri açısından incelenmiştir. Araştırmaya katılan annelerin okuma inanç puanlarının yüksek olduğu belirlemiştir. Ölçeğin genelinde çocuk yaşının ve cinsiyetinin anlamlı bir değişken olmadığı, Anne okuma inancının ölçeğin genelinde annenin yaşına göre anlamlı farklılık göstermediği ancak öğrenim durumuna ve gelir düzeyine göre farklılık gösterdiği tespit edilmiştir. Araştırmadan elde edilen bulgular yurt içi ve yurtdışı ilgili alan yazın bağlamında tartılmış ve öneriler sunulmuştur.
This research was done with the aim of determining the reading beliefs of mothers who continue to teach children in pre-school institutions and studying various variables. The universe of the research was formed by the mothers of children aged 3-5 years who continued to the official pre-school educational institutions in the district center of Kırıkkale in the 2012-2013 educational year. The study is a sample of 481 matters from the universe. The study was developed by DeBaryshe and Binder (1994) as a data aggregate tool, and the original name was Parent Reading Belief Inventory. Relational scan method was applied in the research. The reading beliefs of mothers have been studied in terms of the child’s age, gender, school type, the number of children that the mother has, age, income level, education level variables. The study found that the reading beliefs of the mothers were high. It has been found that the child’s age and gender are not a significant variable in the scale, that the mother’s reading belief is not a significant difference in the scale according to the mother’s age, but that it differs according to the state of learning and the income level. The findings obtained from the research have been discussed in the context of the domestic and foreign-related fields and recommendations have been submitted.
The current study was conducted to determine the reading believes of the mothers having children enrolled at pre-school education institutions and to analyze these believes in relation to some variables. The universe of the study consists of the mothers of the 3-5 years old children attending official pre-school education institutions in the city of Kırıkkale in 2012-2013 school year. The sampling of the study is comprised of 481 mothers selected from the universe. As the data collection tool in the current study, “The Parent Reading Belief Inventory” originally developed by DeBaryshe ve Binder (1994) was used. The study also employed the relational survey model. Moreover, the mothers’ reading believes were investigated in relation to the child’s age, gender, the type of the school attended, the number of children the mother has, the mother’s age, income level and education level. It was determined that the reading belief scores of the participating mothers are high. It was also found that the child’s age and gender do not lead to significant differences in the mothers’ reading believes and the mothers’ reading believes do not vary significantly depending on the mother’s age; yet, vary significantly depending on her education level and income level. The findings of the study were discussed in relation to the national and international literature and some suggestions were made.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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