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Stakeholder Views on Early Literacy and Reading and Writing Acquisition in the Preschool Period

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dc.contributor.author Genç-Ersoy, Berrin
dc.date.accessioned 2021-08-13T09:32:35Z
dc.date.available 2021-08-13T09:32:35Z
dc.date.issued 2021
dc.identifier.issn 2148-2624
dc.identifier.uri https://doi.org/10.14689/enad.25.11
dc.identifier.uri http://hdl.handle.net/20.500.12485/766
dc.description.abstract This research aims to reveal stakeholder views on early literacy and reading and writing acquisition in the preschool period. It is a case study conducted with the descriptive survey model. The research participants consisted of academics, primary school teachers, early childhood education teachers, primary school teaching students, and prospective early childhood education students. Five semi-structured interview forms were used as the data collection tool. The data were analyzed through content analysis method. The results indicate that stakeholders have a flexible approach to teaching reading and writing in the preschool period and support early literacy education. The roles that early childhood education teachers, preschool education institutions, and parents should play, are presented. It is recommended to increase the cooperation of stakeholders having an essential role in literacy skills development and to reshape the pre-service and in-service training related to early literacy. en_US
dc.language.iso en en_US
dc.publisher Anı Yayıncılık en_US
dc.subject Teaching en_US
dc.subject Reading and writing en_US
dc.subject Early literacy en_US
dc.subject Early childhood education en_US
dc.subject Stakeholder views en_US
dc.title Stakeholder Views on Early Literacy and Reading and Writing Acquisition in the Preschool Period en_US
dc.type Article en_US
dc.relation.journal JOURNAL OF QUALITATIVE RESEARCH IN EDUCATION-EGITIMDE NITEL ARASTIRMALAR DERGISI en_US
dc.identifier.issue 25 en_US
dc.identifier.startpage 255 en_US
dc.identifier.endpage 286 en_US


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