Abstract:

In the evolving and changing world, children are constantly faced with technological tools and mass media. In this technological world the child is likely to interact with visual images, but the result of this interaction requires some skills to understand visual images. The child, who has the ability to read the visual images left beyond the traditional skills, will understand the outside world more comfortably. The vision feels itself in everyday life, but it doesn’t matter much in the field of education. The child was unable to understand the visual images in the educational environments, either if he met or even if he met with visual tools and tools. As visual tools and tools enter the educational environments, the importance of reading visual images has increased. Because children need to know how to read these images so that they can understand and interpret the images they encounter. Starting from this situation in the 2005-2006 educational year, the Primary Education Turkish lesson teaching program (1-5 classes) is an important step in the way of training individuals in accordance with the needs of the world where we live, in addition to the basic skills of listening, speaking, reading and writing, the addition of the "Visual Reading and Visual Presentation" achievements is an important step in the way of training individuals in accordance with the needs of the world we live. Thanks to visual literature, the child will be able to learn about visual elements in both daily life and educational life and find logical and emotional conclusions about events and objects. In this study in the nature of the compilation, it aims to discuss various findings around them so that when students encounter visual images, they can read, interpret and evaluate them.

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