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14
Bu araştırmanın amacı, özel gereksinimleri konu alan resimli hikaye kitaplarında geçen duygu durumlarını tespit ederek, empati ifadelerinin kitaplarda hangi duygu durumları kapsamında ele alındığını belirlemektir. Araştırma, tarama modelinde betimsel bir çalışmadır. Araştırma kapsamında, ölçüt örnekleme ile seçilmiş 3-8 yaş grubundaki çocuklara yönelik yayınlanmış, özel gereksinimleri konu alan 41 resimli hikaye kitabı ayrıntılı olarak incelenmiştir. İncelenen kitaplarda en çok rastlanan özel gereksinim türleri, süreğen hastalıklar, ortopedik yetersizlik, görme yetersizliği; en az rastlanan özel gereksinim türleri ise zihinsel yetersizlik, dil ve konuşma güçlüğü, gelişimsel koordinasyon bozukluğudur. Veriler, literatür taramasına ve uzman görüşüne bağlı olarak araştırmacılar tarafından geliştirilen Metinlerde Duygu Durumlarını ve Empati İfadelerini İnceleme Formu ile toplanmıştır. Araştırma sonucunda, özel gereksinimleri konu alan resimli hikaye kitapları arasında en çok yansıtılan duygu durumlarının sırayla, sıkıntı, sevinç, ilgili, üzüntü, tedirgin, sevgi, öfke, heyecanlı, şaşkın, korku, kararlı, hevesli, dikkatli, gururlu, suçlu, alaycı, utanmış olduğu bulunmuştur. İncelenen kitaplarda toplam 1107 tane duygu durum ifadesine rastlanmıştır ve kitaplardaki duyguların %50.1’i olumlu duygulardan, %49.9’u olumsuz duygulardan oluşmaktadır. Kitaplarda empati ifadelerinin en çok yansıtılma sırası ise; sıkıntı, ilgili, sevinç, sevgi, tedirgin, üzüntü, öfke, alaycı, korku, hevesli, dikkatli, kararlı, gururlu, şaşkın, heyecanlı, suçlu, utanmış şeklindedir. İncelenen kitaplarda toplam 293 tane empati ifadesine rastlanmıştır ve empati ifadelerinin, %45.4’ü olumlu duygulardan, %54.6’sı olumsuz duygulardan oluşmaktadır. Bu bağlamda kitaplarda empati ifadelerine daha sık yer verilmesi ve çocukların duygu durumlarını tanımalarına ve empati kurma becerilerinin geliştirilmesine yönelik olarak etkileşimli kitap okuma etkinlikleri tasarlanıp uygulanması önerilmektedir.
The purpose of this research is to identify the emotional conditions that occur in the picturesque story books on special requirements, determining what emotional conditions the expressions of empathy are addressed in the books. Research is an imaginary study in the screening model. In the framework of the study, the 41 picture story books published for children of 3-8 years of age selected with standard sampling were detailed. The most common species of special needs in the books reviewed are the persistent diseases, ortopedic insufficiency, insufficiency of vision; the least common species of special needs are mental insufficiency, language and speech difficulties, developmental coordination disorders. The data was collected by the Examination Form of Emotional Conditions and Empathy Expressions in Texts developed by researchers based on the literary scan and expert opinion. The research found that among the most reflected emotional situations among the picturesque story books on the subject of special requirements, trouble, joy, related, sadness, anxiety, love, anger, exciting, confused, fear, determined, enthusiastic, cautious, proud, guilty, ridiculous, shameful. A total of 1107 emotional statements were found in the books reviewed, with 50.1 percent of the emotions in the books consisting of positive emotions and 49.9 percent of negative emotions. The most reflected order of the expressions of empathy in the books is: trouble, concern, joy, love, anxiety, sadness, anger, joke, fear, enthusiastic, cautious, determined, proud, confused, exciting, guilty, shameful. A total of 293 expressions of empathy were found in the books reviewed, with 45.4 percent of expressions of empathy consisting of positive emotions and 54.6 percent of negative emotions. In this context, it is recommended that interactive book reading activities are designed and implemented in books to include more frequent expressions of empathy and to identify children’s emotional conditions and to develop their empathy-building skills.
This study aimed at determining the emotional states and the empathy statements in the picture storybooks about special needs. A descriptive screening scanning model was used in this study. Within the scope of this study, a total of 41 picture storybooks published for 3 to 8 years old children were selected using the criterion sampling method. The most common types of special needs were chronic diseases, orthopedic deficiency, and visual impairment while the least common types of special needs were mental disability, language and speech difficulties, and developmental coordination disorders. The data were collected through Examining Emotional Situations and Empathy Statements in Texts Form developed by the researchers based on the literature review and expert opinions. As a result of the study carried out, it was determined that the most reflected emotional states in the picture storybooks about special needs were distressed, joy, interested, sadness, irritable, love, anger, excited, suprise, fear, determined, enthusiastic, attentive, proud, guilty, scoffer, and ashamed respectively. A total of 1107 emotional status statements were found in the analyzed books, and 50.1% of the emotions in the books consisted of positive emotions while 49.9% of them consisted of negative emotions. The most reflected statements of empathy were distressed, interested, joy, love, irritable, sadness, fear, scoffer, enthusiastic, attentive, determined, proud, suprise, excited, guilty, and ashamed respectively. A total of 293 empathy statements were found in the analyzed books, and 45.4% of the empathy statements in the books consisted of positive emotions while 54.6% of them consisted of negative emotions. In this regard, it is recommended to design and implement interactive book reading activities to include empathy statements more frequently in books and to recognize children’s emotional states and improve their empathy skills.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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