Dil Gelişiminin Desteklenmesi

Meryem Özdemir; Şule Erden Özcan

doi:10.37609/akya.3735

Yazarlar

Meryem Özdemir

https://orcid.org/0000-0002-8591-0024

Şule Erden Özcan

https://orcid.org/0000-0001-8748-1166

DOI: https://doi.org/10.37609/akya.3735.c7251

Özet

Okul öncesi dönem çocukların dil gelişiminin hızlı ve yoğun olarak gerçekleştiği dönemlerden biridir. Bu dönemde çocukların hem sözcük dağarcığı genişler, hem de dili daha uzun ve karmaşık yapılarda kullanmayı öğrenir, hem de okuma-yazamaya hazırlık becerileri gelişir. Dil iletişim kurma aracı olmanın yanı sıra, düşünceleri ifade etme, duyguları düzenleme, öğrenmeyi destekleme ve kimlik gelişimine katkıda bulunma gibi çok yönlü işlevlere de sahiptir. Yapılan çalışmalar, okul öncesi dönemde dil becerileri gelişen çocukların ilkokulda daha başarılı olduğunu belirtmektedir. Bununla birlikte dil gelişimi ailenin sosyoekonomik düzeyinden de etkilenmektedir. Bu nedenle okul öncesi eğitim kurumları çocuklara eşit fırsatlar sunmalı, planlı ve etkileşimli etkinliklerle dil gelişimini desteklemelidir. Ayrıca teknoloji, doğru içerik ve yetişkin rehberliğiyle kullanıldığında çocukların dil gelişime katkı sağlayabilir. Etkileşimli e-kitaplar, eğitici dijtal içerikler ve teknoloji tabanlı etkinlikler, çocukların sözcük dağarcığını ve anlama becerilerini geliştirmelerine yardımı olmaktadır. Aileler evde kitap ve dergi bulundurmanın yanı sıra çocuklarına kitap okumak, oyun oynamak, açık uçlu sorular sormak, deneyimlerini paylaşmak ve anlamlı diyaloglara girmek gibi etkinliklerle çocuklarının dil gelişimini desteklemede aktif rol üstlenmelidir. Bu çok yönlü destek, çocuğun hem akademik başarısına hem de sosyal ve duygusal gelişimine kalıcı katkılar sağlayabilir.

The preschool period is one of the stages when children’s language development occurs rapidly and intensively. During this time, children both expand their vocabulary, learn to use language in longer and more complex structures, and develop skills that prepare them for reading and writing. Language is not only a tool for communication but also serves multifaceted functions such as expressing thoughts, regulating emotions, supporting learning, and contributing to identity development. Studies indicate that children with advanced language skills in the preschool period tend to be more successful in primary school. However, language development is also influenced by the family’s socioeconomic status. Therefore, preschool education institutions should provide equal opportunities for children and support language development through planned and interactive activities. Additionally, technology, when used with appropriate content and adult guidance, can contribute positively to children’s language development. Interactive e-books, educational digital content, and technology-based activities help children expand their vocabulary and improve their comprehension skills. Families should take an active role in supporting their children’s language development by keeping books and magazines at home, reading to their children, playing games, asking open-ended questions, sharing experiences, and engaging in meaningful dialogues. This multifaceted support can provide lasting contributions to the child’s academic success as well as social and emotional development.

Referanslar

Aksan, Z., ve Çelikler, D. (2016). Dramatizasyon yöntemi ile okul öncesi çocuklara fen konularının öğretimine yönelik etkinlikler oluşturulması/preparing activities for teaching science subjects to pre-school children through dramatization method. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(35), 108-122.

Aksoy, Ö. ve Erden Özcan, Ş. (2023). Erken çocukluk bilim eğitiminde farklı öğrenme ortamları. M. M. Yılmaz ve A. Sığırtmaç (Eds.), Erken çocuklukta bilim eğitimi, Ankara: Nobel Yayıncılık.

Akyüz, E. (2023). Bir okuma deneyimi olarak elektronik çocuk kitapları. Korkut Ata Türkiyat Araştırmaları Dergisi, (Özel Sayı 1 (Cumhuriyetin 100. Yılına), 785-801.

Anderson, D. R., Huston, A. C., Schmitt, K. L., Linebarger, D. L., Wright, J. C., ve Larson, R. (2001). Early childhood television viewing and adolescent behavior: The recontact study. Monographs of the society for Research in Child Development, i-154.

Anderson, D., Lucas, K. B., ve Ginns, I. S. (2003). Theoretical perspectives on learning in an informal setting. Journal of research in science teaching, 40(2), 177-199.

Anderson-McNamee, J. K. ve Bailey, S. J. (2010). The importance of play in early childhood development. Montana State University Extention, 4(10), 1-4.

Aral, N., Baran, G., Alisinanoğlu, F., Aktaş Arnas, Y., Gürsoy, F., ve Köksal Akyol, A. (1999). Beş altı yaş grubu çocuklarda yaratıcı drama eğitiminin alıcı dil gelişimine etkisi. Çağdaş Drama Derneği Bülteni, 3(4),10-13.

Aral, N., Gürsoy, F., ve Aysu, B. (2018, Mayıs). Gelişimsel izlem ve destek sürecinde eğitimcilerin karşılaştıkları sorunlara ve çözüm önerilerine ilişkin görüşleri. S. Uyar (Başkan) Uluslararası Sosyal, Beşeri ve İdari Bilimler Sempozyumu. Alaaddin Keykubat Üniversitesi, Alanya.

Ataseven, H. (2019). Dil gelişimini destekleyici oyun etkinlikleri programının 5-6 yaş grubu mülteci çocukların dil gelişimlerine ve günlük yaşam becerilerine etkisinin incelenmesi [Yayımlanmamış yüksek lisans tezi]. Selçuk Üniversitesi.

Aylaz, B. (2018). Okul öncesi dönemdeki çocuklarda müzik eğitimi [Yayımlanmamış yüksek lisans tezi]. Adıyaman Üniversitesi.

Babaç, E. E. ve Yıldız, G. (2018). Dil gelişiminde müziğin yeri. Fine Arts, 13(3), 10-22.

Baker, S.K., Simmons, D.C. ve Kameenui, E.J. (1998) Vocabulary acquisition: Research Bases. D.C. Simmons ve E.J. Kameenui (Ed.), What reading research tells us about children with diverse learning needs: basics and bases, içinde (s. 183–217). Lawrence Erlbaum, Mahwah, NJ.

Baldwin, P. ve Hendy, L. (1996). The drama book. London: Collins Educational.

Banai, K. ve Ahissar, M. (2013). Musical experience, auditory perception and reading-related skills in children. PLoS One, 8(9), e75876.

Barr, R., Kirkorian, H., Coyne, S., ve Radesky, J. (2024). Early childhood and digital media. Cambridge University Press.

Beals, D. E., DeTemple, J. M., ve Dickinson, D. K. (1994). Talking and listening that support early literacy development of children from low-income families. D. K. Dickinson (Ed.), Bridges to literacy: Children, families and schools içinde (s. 19–40). Oxford, UK: Blackwell.

Bennett, K. K., Weigel, D. J.ve Martin, S. S. (2002). Children’s acquisition of early literacy skills: Examining family contributions. Early Childhood Research Quarterly, 17(3), 295–317.

Berk, L. E. (2018). Bebekler ve çocuklar (N. Işıkoğlu Erdoğan, Çev.). Nobel Akademik

Biemiller, A. (2015). Language and reading development. B. Spooner ve M. Spender (Ed.), The routledge handbook of psychology and language development içinde (s. 239-253). Routledge.

Biemiller, A. ve Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44–62. https://doi.org/ 10.1037/0022-0663.98.1.44

Bilton, H. (2010). Outdoor learning in the early years: management and ınnovation. Oxon: Routledge.

Bolat, E. Y. (2017). Okul öncesi öğretmenlerinin müzik etkinlikleri konusundaki görüşlerinin belirlenmesi. İdil Sanat ve Dil Dergisi, 6(35), 2073-2096.

Bornstein, M. H. ve Haynes, O. M. (1998). Vocabulary competence in early childhood: Measurement, latent construct, and predictive validity. Child Development, 69(3), 654-671.

Bostan Sarıoğlan, A. ve Küçüközer, H. (2017). Fen bilgisi öğretmen adaylarının okul dışı öğrenme ortamları ile ilgili görüşlerinin araştırılması. İnformal Ortamlarda Araştırmalar Dergisi 2(1), 1-15.

Bowman, B. (2014). The word gap and the common core. https://www. youtube.com/watch?v=W0T-owgtd3Y.

Bus, A. G., Neuman, S. B. ve Sriraman, B. (2008). Multimedia and literacy development: Improving achievement for young learners. New York, NY: Routledge.

Bus, A. G., Van IJzendoorn, M. H. ve Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1-21. https://doi.org/10.3102/00346543065001001

Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J. ve Forston, L. D. (2015). Teacher–child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30, 80–92. https://doi.org/10.1016/j. ecresq.2014.09.004

Cameron-Faulkner, T., Melville, J. ve Gattis, M. (2018). Responding to nature: Natural environments improve parent-child communication. Journal of Environmental Psychology, 59, 9-15. https://doi.org/10.1016/j.jenvp.2018.08.008

Can Yaşar, M., & Aral, N. (2011). Türkiye'de okul öncesinde drama alanında yapılan lisansüstü tezlerin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(22), 70-90.

Cengiz, Ö. (2013). Türk annelerinin çocuklarına kitap okurken kullandıkları dil. Edebiyat Fakültesi Dergisi, 30(1), 97-114.

Ceran, E., Çaltık Yılmaz, A., Tiftik, E., Sönmez, S. ve Günbey, S. (2018). Dört Yaş Altı Çocuklarda Televizyon İzlemenin Dil Gelişimi Üzerine Etkisi. Turkiye Klinikleri Journal of Pediatrics/Türkiye Klinikleri Pediatri Dergisi, 27(2), 51-58.

Cevher Kalburan, N. (2011). Erken çocukluk döneminde yaratıcılık ve sanat. Eğiten Kitap.

Chen Hafteck, L., Mang, E., Welch, F. G.ve McPherson, G. E. (2018). Music and language in early childhood development and learning. G. McPherson ve G. Welch (Ed.), Music Learning and Teaching in Infancy, Childhood, and Adolescence içinde (s. 40-57). New York: Oxford University Press.

Chera, P. ve Wood, C. (2003). Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read. Learning and İnstruction, 13(1), 33-52.https://doi.org/10.1016/S0959-4752(01)00035-4

Chomsky, C. (1972). Stages in language development and reading exposure. Harvard Educational Review, 42(1), 1- 33. https://doi.org/10.17763/haer.42.1.h78l676h28331480

Chung, F. (2019). Interdisciplinary play-based approach in early childhood music education. European Perspectives On Music Education, 8, 113-122.

Clements, D. H. ve Sarama, J. (2003). Strip mining for gold; research and policy in educational technology-a response to fool’s gold. Educational Technology Review,11(1), 7-69.

Cole, P. M., Armstrong, L. M. ve Pemberton, C. K. (2010). The role of language in the development of emotion regulation. S. D. Calkins ve M. A. Bell (Ed.), Child Development at the Intersection of Emotion and Cognition içinde, (s. 59-77). American Psychological Association.

Cooley, S. J., Holland, M. J. G., Cumming, J., Novakovic, E. G. ve Burns, V. E. (2014). Introducing the use of a semi-structured video diary room to investigate students’ learning experiences during an outdoor adventure education groupwork skills course. Higher Education, 67, 105–121. https:// doi.org/10.1007/s10734-013-9645-5

Cunningham, A. E. ve Zibulsky, J. (2011). Tell me a story: Examining the benefits of reading. S. B. Neuman ve D. K. Dickinson (Ed.), Handbook of early literacy research içinde (s.397-411). New York: Guilford Press.

Çakmak, A. ve Elibol, F. (2015). Çocuk ve oyun. Vize Yayıncılık.

Çelen Yoldaş, T. ve Özmert, E. N. (2021). Communicative environmental factors including maternal depression and media usage patterns on early language development. Maternal and Child Health Journal, 25(6), 900–908. https://doi.org/10.1007/s10995-021-03125-3

Çelik, S. B. (2020). Okul öncesi öğretmenlerinin müzik eğitimi hakkında görüşlerinin incelenmesi. Kesit Akademi Dergisi, 6(25), 543-554.

Dalgın, M. ve Sözbir, S. A. (2019) Okul Öncesi Dönem Müzik Etkinliklerinde Uygulanan Yöntem, Teknik ve Yaklaşımlar. Fine Arts, 14(1), 39-59.

de Jong, M. T. Ve Bus, A. G. (2003). How well suited are electronic books to supporting literacy?. Journal of Early Childhood Literacy, 3(2), 147-164.

De Temple, J. ve Snow, C. E. (2003). Learning words from books. A. van Kleeck, S. A. Stahl ve E. B. Bauer (Ed.) Center for ımprovement of early reading achievement, CIERA. On reading books to children: Parents and teachers içinde (s. 16-36). Mahwah, NJ: Erlbaum.

De Wilde, V., Brysbaert, M. ve Eyckmans, J. (2020). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important?. Bilingualism: Language and Cognition, 23(1), 171-185.

Debaryshe, B. D. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20(2), 455-461.

DeLoache, J. S. ve DeMendoza, O. A. (1987). Joint picturebook interactions of mothers and 1‐year‐old children. British Journal of Developmental Psychology, 5(2), 111-123. https://doi.org/10.1111/j. 2044-835X.1987.tb01047.x

Demetras, M. J., Post, K. N. ve Snow, C. E. (1986). Feedback to first language learners: The role of repetitions and clarification questions. Journal of Child Language, 13(2), 275-292.

Demirel Uzun, F. (2019). Okul öncesi çocuklarına yönelik etkileşimli elektronik kitaplar için tasarım kurallarının belirlenmesi [Yayımlanmamış doktora tezi]. Gazi Üniversitesi

Dickinson, D. K. ve Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–886. https://doi.org/10.1111/j.1467-8624.2011.01576.x

Dore, R. A., Logan, J., Lin, T. J., Purtell, K. M. ve Justice, L. (2020). Characteristics of children’s media use and gains in language and literacy skills. Frontiers in Psychology, 11, 2224. https://doi.org/10.3389/ fpsyg.2020.02224.

Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374-384. https:// doi.org/10.1016/j.ecresq.2009.10. 003

Early, D. M., Iruka, I. U., Ritchie, S., Barbarin, O. A., Winn, D. M. C., Crawford, G. M., ... & Pianta, R. C. (2010). How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25(2), 177-193.

Ennemoser, M. ve Schneider, W. (2007). Relations of television viewing and reading: findings from a 4-year longitudinal study. Journal of Educational Psychology, 99(2), 349-368.

Erdoğan, N. I. ve Akay, B. (2015). Okul öncesi eğitimde hikâye okuma ve öğretmen sorularının incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(36), 34-46.

Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735-752

Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education And Technology, 16(2), 171-190.

Ezell H. K. ve Justice L. M. (2005). Shared storybook reading. Baltimore, MD: Brooks Publishing.

Faber, R. (2017). Dance and early childhood cognition: The Isadora effect. Arts Education Policy Review, 118(3), 172-182.

Falk, J. H. ve Dierking, L. D. (2000). Learning from museums: Visitors experiences and their making of meaning. Altamira Press, Walnut Creek, CA

Ferrara, K., Hirsh Pasek, K., Newcombe, N. S., Golinkoff, R. M. ve Lam, W. S. (2011). Block talk: Spatial language during block play. Mind, Brain, and Education, 5(3), 143-151.

Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D. L. ve Gill, S. (2006). Language development subcontexts in Head Start classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education and Development, 17(2), 293–315. https://doi.org/10.1207/s15566935eed1702_5

Girolametto, L., Weitzman, E. ve Greenberg, J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12, 299–311. https://doi.org/10.1044/1058- 0360(2003/076)

Gonzalez, M. R. (2010). The effect of interactive ebooks on the reading comprehension of struggling readers and students with reading disabilities [Yayımlanmamış doktora tezi]. Walden University.

Goodsitt, J., Raitan, J. G., & Perlmutter, M. (1988). Interaction between mothers and preschool children when reading a novel and familiar book. International Journal of Behavioral Development, 11(4), 489-505. https://doi.org/10.1177/016502548801100407

Gönen, M., Ünüvar, P., Bıçakçı, M., Koçyiğit, S., Orçan, M., Aslan, D., ... ve Özyürek, A. (2010). Okul öncesi eğitim öğretmenlerinin dil etkinliklerini uygulama biçimlerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (19), 23-40.

Griffin, E. A., & Morrison∗, F. J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 127(1), 233-243.

Hart, B. ve Risley, T. R. (1995). Meaningful differences in the everyday experience of young american children. Publishing Company.

Hart, B. ve Risley, T. R. (1996). Meaningful differences in the everyday experience of young American children. Community Alternatives, 8, 92-93.

Healy, J. M. (1998). Understanding TVs effects on the developing brain. AAP News: The Official News Magazine of the American Academy of Pediatrics.

High, P. C., LaGasse, L., Becker, S., Ahlgren, I. ve Gardner, A. (2000). Literacy promotion in primary care pediatrics: Can we make a difference? Pediatrics 105, 927–934

Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E. ve Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York: Oxford University Press.

Hoff, E. (2006.) How Social Contexts Support and Shape Language Development. Developmental Review 26 (1), 55–88. https://doi.org/10.1016/J.DR.2005.11.002

Huebner, C. E. (2000). Promoting toddlers' language development through community-based intervention. Journal of Applied Developmental Psychology, 21(5), 513-535.

Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J. ve Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61(4), 343-365. https://doi.org/10.1016/j.cogpsych.2010.08.002

Ihmeideh, F. M. (2014). The effect of electronic books on enhancing emergent literacy skills of pre-school children. Computers & Education, 79, 40-48. https://doi.org/10.1016/j.compedu.2014.07.008

Isbell, R.T. & Raines S.C. (2003). Creativity and the arts with young children. Canada: Thomson Delmar Learning Printed.

Isikoglu, Erdogan, N., Atan, A., Asar, H., Mumcular, F., Yüce, A., Kıraç, M. ve Kilimlioğlu Ç. (2016). Examination of parents’ and teachers’ shared reading activities. Elementary Education Online, 15(1), 125-135.

İlhan, E. K. ve Körükçü, Ö. (2022). Covid-19 pandemi döneminde anne-babaların çocuklarıyla yaptıkları birlikte kitap okuma etkinliklerinin anne-babalar ve çocuklar üzerindeki etkilerinin incelenmesi. Uluslararası Çocuk Edebiyatı ve Eğitim Araştırmaları Dergisi (ÇEDAR), 6(1), 18-40.

İlter, B. G. (2015). How does technology affect language learning process at an early age?. Procedia-Social and Behavioral Sciences, 199, 311-316.

İnce, M. ve Özmen, E. (2024). Gelişimsel Gerilik ve Risk Altındaki Çocukların Dil Becerilerini Desteklemede Yaşanan Zorluklar: Okul Öncesi Öğretmen Görüşleri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (62), 3148-3169.

Jing, M., Ye, T., Kirkorian, H. L., & Mares, M.-L. (2023). Screen media exposure and young children’s vocabulary learning and development: A meta-analysis. Child Development, 94, 1398–1418. https://doi.org/ 10.1111/cdev.13927.

Jostad, J., Paisley, K. ve Gookin, J. (2012). Wilderness-based semester learning: Understanding the NOLS experience. Journal of Outdoor Recreation, Education, and Leadership, 4, 16–26.

Justice, L. M. (2002). Word exposure condıtıons and preschoolers'novel word learnıng durıng shared storybook readıng. Reading Psychology, 23(2), 87-106. http://doi. org/10.1080/027027102760351016

Kairys, S. W., Johnson, C. F. ve Committee on Child Abuse and Neglect. (2002). The psychological maltreatment of children—technical report. Pediatrics, 109(4), e68-e68.

Karrass, J. ve Braungart-Rieker, J. M. (2005). Effects of shared parent–infant book reading on early language acquisition. Journal of Applied Developmental Psychology, 26(2), 133-148.

Kendeou, P., van den Broek, P., White, M. J. ve Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765–778. https://doi.org/10. 1037/a0015956

Kızıltaş, E. (2009). Okul öncesi eğitiminde uygulana aile katılım çalışmalarının 5-6 yaş grubu çocukların dil becerilerinin gelişimine etkisi [Yayımlanmamış yüksek lisans tezi]. Atatürk Üniversitesi.

Korat, O. ve Shamir, A. (2007). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248-259.

Korat, O. ve Shamir, A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers & Education, 50(1), 110-124.

Korat, O. ve Shamir, A. (2012). Direct and indirect teaching: Using e-books for supporting vocabulary, word reading, and story comprehension for young children. Journal of Educational Computing Research, 46(2), 135-152.

Koutsouvanou, E. (1993). Television and child language development. International Journal of Early Childhood, 25(1), 27-32.

Kristyana, L. N. ve Suharto, S. (2014). Singing as a strategy to enhance the ability to speak for early childhood. Harmonia: Journal Of Arts Research And Education, 14(2), 123-130.

Kultti, A. (2013). Singing as language learning activity in multilingual toddler groups in preschool. Early Child Development and Care, 183(12), 1955-1969.

Kuo, M., Barnes, M. ve Jordan, C. (2022). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. High-Quality Outdoor Learning, 47-66.

Küçük Şahin, İ. ve Tortop, H. S. (2019). Gelişimsel oyun terapisinin okul öncesi dönemde kullanımı. Üstün Zekâlılar Eğitimi ve Yaratıcılık Dergisi, 6(2), 65-73.

Küçükelmas, S. (2020). Yaratıcı drama eğitiminin 60-72 aylık çocukların dikkat gelişimine etkisi [Yayımlanmamış Yüksek Lisans Tezi]. Üsküdar Üniversitesi.

Labbo, L. D. (2000). Twelve Things Young Children Can Do with A Talking Book in A Classroom Computer Center. Reading Teacher, 53(7), 542-546.

Labbo, L. D., & Kuhn, M. (1998). Electronic symbol making: Young children’s computer-related emerging concepts about literacy. D. Reinking, M. McKenna, L. D. Labbo ve R. D. Kieffer (Ed.), Handbook of literacy and technology içinde (s. 79–91). Mahwah, NJ: Lawrence Erlbaum

Laçin Şimşek, C. (2011). Okul dışı öğrenme ortamları ve fen eğitimi. C. Laçin Şimşek (Ed.), Fen öğretiminde okul dışı öğrenme ortamları içinde (s.1-23).Pegem Akademi.

Lehnert, H. J., Köhler, K. ve Benkowitz, D. (2016). Schulgärten: Anlegen, pflegen, nutzen. Ulmer.

Leseman, P. P. M. ve de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social‐emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318.

Leseman, P. P., Rollenberg, L. ve Rispens, J. (2001). Playing and working in kindergarten: cognitive co-construction in two educational situations. Early Childhood Research Quarterly, 16(3), 363-384. https://doi.org/10.1016/S0885-2006(01)00103-X

Liao, Y. C., Chen, P. S., Li, C. H., Tsai, P. H., Jang, J. S., Hsieh, K. C., ... ve Tsao, I. Y. (2020). Development of novel lightweight dual-phase Al-Ti-Cr-Mn-V medium-entropy alloys with high strength and ductility. Entropy, 22(1), 74.

Liberman, Z., Woodward, A. L., Keysar, B., & Kinzler, K. D. (2017). Exposure to multiple languages enhances communication skills in infancy. Developmental Science, 20 (1), 1- 11. https://doi.org/10.1111/desc.12420

Linebarger, D. L., Kosanic, A. Z., Greenwood, C. R., & Doku, N. S. (2004). Effects of viewing the television program between the lions on the emergent literacy skills of young children. Journal of Educational Psychology, 96(2), 297.

Linebarger, D. L., Piotrowski, J. T. ve Greenwood, C. R. (2010). Using captioned television as a supplemental literacy tool. Journal of Research in Reading, 33(2), 148–167

Littleton, K. ve Mercer, N. (2013). Interthinking: Putting talk to work. Abingdon: Routledge. https://doi.org/10.4324/9780203809433

Littleton, K., Wood, C. ve Chera, P. (2006). Interactions with talking books: Phonological awareness affects boys’ use of talking books. Journal of Computer Assisted Learning, 22(5), 382–390. http://doi.org/ 10.1111/j.1365-2729.2006.00183.x

Lonigan, C.J. (2004). Emergent literacy skills and family literacy. Wasik B. H. (Ed.), Handbook of family literacy içinde (s.57–82). Mahwah, NJ: Lawrence Erlbaum Associates.

Lopez, L. M. (2005). A look into the Homes of Spanish-Speaking preschool children. Cohen, J., McAlister, K. T., Rolstad, K. ve MacSwan, J. (Ed.), ISB4: Proceedings of the 4th international symposium on bilingualism içinde (s. 1378– 1383). Somerville, MA: Cascadilla Press.

Lykesas, G., Tsapakidou, A., & Tsompanaki, E. (2014). Creative dance as a means of growth and development of fundamental motor skills for children in first grades of primary schools in Greece. Asian Journal of Humanities and Social Studies 2(1), (211-218).

Lyytinen, P., Laakso, M. L. ve Poikkeus, A. M. (1998). Parental contribution to child’s early language and interest in books. European Journal of Psychology of Education, 13, 297-308.

Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). Associations between screen use and child language skills: A systematic review and meta-analysis. JAMA Pediatrics, 174(7), 665–675. https://doi org/10.1001/jamapediatrics.2020.0327

Mangır, M. ve İnal, S. (1994). Televizyonun okul öncesi dönemdeki çocuklar üzerindeki etkileri. 10. Ya-Pa Okul Öncesi Eğitimi Yaygınlaştırılması Semineri, 22-25.

Marinsek, M. ve Denac, O. (2020). The effects of an integrated programme on developing fundamental movement skills and rhythmic abilities in early childhood. Early Childhood Education Journal, 48(6), 751-758.

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., ... & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732– 749. https://doi.org/10.1111/j.1467-8624.2008.01154.x

Massey, S. L. (2004). Teacher–child conversation in the preschool classroom. Early Childhood Education Journal, 31(4), 227–231. https://doi.org/10.1023/B:ECEJ.0000024113.69141.23

McCaslin, N. (1990). Creative drama ın the classroom. California, Players Pres, Inc.

McInnes, K., Howard, J., Crowley, K. ve Miles, G. (2013). The nature of adult–child interaction in the early years classroom: Implications for children’s perceptions of play and subsequent learning behavior. European Early Childhood Education Research Journal, 21(2), 268–282.

Mertol İlgar, Ş. ve Yağmurtaşan, M. (2021). Erken çocukluk döneminde dil gelişiminde aile ve öğretmenin rolü International Social Sciences Studies Journal, 7 (82),1943-1950

Milli Eğitim Bakanlığı (2013). Milli Eğitim Bakanlığı, Temel Eğitim Genel Müdürlüğü, Okul Öncesi Eğitimi Programı, Ankara.

Milli Eğitim Bakanlığı (2024). Milli Eğitim Bakanlığı, Temel Eğitim Genel Müdürlüğü, Okul Öncesi Eğitimi Programı, Ankara

Milli Eğitim Bakanlığı (2024). Millî Eğitim Bakanlığı, Türkiye yüzyılı maarif modeli okul öncesi eğitimi programı, Ankara

Moerk, E. (1974). Changes in verbal child-mother interactions with increasing language skills of the child. Journal of Psycholinguistic Research, 3, 101-116.

Moerk, E. L. (1976). Processes of language teaching and training in the interactions of mother-child dyads. Child Development, 47(4), 1064–1078.

Møller, S. J. (2015). Imagination, playfulness, and creativity in children’s play with different toys. American Journal of Play, 7(3), 322–346.

Moore, C., Angelopoulos, M. ve Bennett, P. (1999). Word learning in the context of referential and salience cues. Developmental Psychology, 35(1), 60–68. https://doi.org/10.1037/0012-1649. 35.1.60

Muslugüme, E. (2016). Dil gelişimini destekleyici ebeveyn eğitim programının sosyo ekonomik düzeyi düşük ailelerin çocuklarının dil gelişimine etkisi [Yayımlanmamış yüksek lisans tezi]. Pamukkale Üniversitesi.

Myers, L. J., Crawford, E., Murphy, C., Aka-Ezoua, E. ve Felix, C. (2018). Eyes in the room trump eyes on the screen: Effects of a responsive co-viewer on toddlers’ responses to and learning from video chat. Journal of Children and Media, 12(3), 275–294. https://doi.org/10.1080/17482798.2018.1425889.

National Research Council. (2000). Early childhood education: Science, research, and policy. National Academies Press.

Nelson, K. (1977). Facilitating children’s syntax acquisition. Developmental Psychology, 13, 101–107.

Neuman, S. B., Copple, C. ve Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children.

Neumann, M. M. ve Neumann, D. L. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42(4), 231-239.

Newport, E. L., Gleitman, H. ve Gleitman, L. R. (1977). Mother, I’d rather do it myself: Some effects and non-effects of maternal speech style. C. E. Snow ve C. A. Ferguson (Ed.), Talking to children: Language input and acquisition içinde (s. 109–149). Cambridge: Cambridge University Press.

Nielsen, D.C. ve Friesen, L.D. (2012). A study of the effectiveness of a small-group intervention on the vocabulary and narrative development of at-risk kindergarten children. Reading Psychology, 33, 269–299. https://doi.org/ 10.1080/02702711.2010.508671

Niland, A. (2007). Musical stories: Strategies for integrating literature and music for young children. Australasian Journal of Early Childhood, 32(4), 7-11.

Ormancı, Ü. (2018). Rehberli araştırma-sorgulama yaklaşımına uygun web destekli fen materyalinin etkililiğinin değerlendirilmesi: Z-kitap örneği [Yayımlanmamış doktora tezi]. Uludağ Üniversitesi.

Özal Göncü, İ. (2010). Okul öncesi eğitimde müzik eğitiminin temel sorunları. Kastamonu Eğitim Dergisi, 18(2), 355-362.

Özen, Ş. (2008). Okul öncesi eğitim ve aile: anne ve babaların okul öncesi eğitimden beklentileri [Yayımlanmamış yüksek lisans tezi]. Kafkas Üniversitesi.

Öztürk, M. (2021). Okul öncesi eğitim kurumlarında açık yeşil alan kullanımı ve çocuk gelişimi üzerine etkisi: Tuzla-İstanbul örneği [Yayımlanmamış yüksek lisans tezi].Bartın Üniversitesi.

Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., and Hirsh-Pasek, K. (2019). Measuring success: within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112–125. https://doi.org/ 10.1016/j.ecresq.2018.04.001

Pace, A., Luo, R., Hirsh Pasek, K. ve Golinkoff, R. M. (2017). Identifying pathways between socioeconomic status and language development. Annual Review of Linguistics, 3, 285-308. https://doi.org/10.1146/annurev-linguistics-011516-034226

Pancsofar, N., Vernon-Feagans, L. ve Family Life Project Investigators. (2010). Fathers’ early contributions to children's language development in families from low-income rural communities. Early Childhood Research Quarterly, 25(4), 450-463.

Papadopoulos, I. ve Bourogianni, M. E. (2024). Delving into word and print awareness in 4-year-old children. British Journal of Education, 12(3), 41-54.

Pellegrini, A. D. ve Bohn, C. M. (2005). The role of recess in children's cognitive performance and school adjustment. Educational Researcher, 34(1), 13-19.

Pensky, M. (2002). Digital game-based learning. New York: McGraw-Hill

Piasta, S. B., Justice, L. M., McGinty, A. S. ve Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810-820.

Piscitelli, B. ve Anderson, D. (2001). Young children's perspectives of museum settings and experiences. Museum Management and Curatorship, 19(3), 269-282.

Plowman, L. ve Stephen, C. (2005). Children, play, and computers in pre‐school education. British Journal Of Educational Technology, 36(2), 145-157.

Polat Unutkan, Ö. (2006). Anne babaların kitap okumaya ilgilerinin çocukların dil gelişimi açısından ilköğretime hazır bulunuşluğuna etkisi. Kazım Karabekir Eğitim Fakültesi Dergisi, (13), 285- 293.

Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, M. J., ... Simmons, L. (2011). The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay. Exceptional Children, 77(2), 161-183.https://doi.org/ 10.1177/001440291107700202

Poyraz, H. (2017). Oyun ve oyun örnekleri. Anı Yayıncılık.

Preema, M. D. ve Hasan, M. M. (2022). Mastering early vocabulary: Innovative strategies for kindergarten instruction. Preprint. Research Gate. https://doi. org/10.13140/RG 2.27725.96486

Prins, J., van der Wilt, F., van Santen, S., van der Veen, C. ve Hovinga, D. (2023). The importance of play in natural environments for children’s language development: an explorative study in early childhood education. International Journal of Early Years Education, 31(2), 450-466.

Purpura, D. J. (2019). Language clearly matters; methods matter too. Child Development, 90(6), 1839-1846. http://doi.org/10.1111/cdev.13327

Raikes, H., Alexander Pan, B., Luze, G., Tamis LeMonda, C. S., Brooks Gunn, J., Constantine, J., ...Rodriguez, E. T. (2006). Mother–child bookreading in low‐income families: Correlates and outcomes during the first three years of life. Child development, 77(4), 924-953.

Ramey Gassert, L., Walberg III, H. J. ve Walberg, H. J. (1994). Reexamining connections: Museums as science learning environments. Science Education, 78(4), 345-363.

Ramsook, K., Welsh, J. ve Bierman, K. (2019). What you say, and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self-regulation. Social Development, 3(29), 783-800. https://doi.org/10.1111/sode.12425.

Rehbein, L., Hinostroza, E., Ripoll, M. ve Alister, I. (2002). Students' learning through hypermedia. Perceptual and Motor Skills, 95(3), 795-805.

Rennie, L. J. ve Williams, G. F. (2002). Science centers and scientific literacy: Promoting a relationship with science. Science Education, 86(5), 706-726.

Resnick, L. B. (1987). The 1987 presidential address learning in school and out. Educational Researcher, 16(9), 13-54.

Rice, M. L. (1984). The words of children's television. Journal of Broadcasting & Electronic Media, 28(4), 445-461.

Rice, M. L., Huston, A. C., Truglio, R., & Wright, J. C. (1990). Words from" Sesame Street": Learning vocabulary while viewing. Developmental Psychology, 26(3), 421.

Richardson, T. ve Murray, J. (2016). Are Young Children’s Utterances Affected by Characteristics of Their Learning Environments? A Multiple Case Study. Early Child Development and Care 187 (3–4): 457–468. https://doi.org/10.1080/03004430.2016.1211116.

Richman, W. A. ve Colombo, J. (2007). Joint book reading in the second year and vocabulary outcomes. Journal of Research in Childhood Education, 21(3), 242-253.

Roepke, E. ve Brosseau-Lapré, F. (2023). Speech error variability and phonological awareness in preschoolers. American Journal of Speech-Language Pathology, 32(1), 246-263.

Rogoff, B. (1998). Cognition as a collaborative process. W. Damon (Ed.), Handbook of child psychology: Cognition, perception, and language içinde (s.679–744). John Wiley and Sons Inc.

Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L. ve Gabrieli, J. D. (2018). Beyond the 30-million-word gap: Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700-710.

Rose, E., Weinert, S. ve Ebert, S. (2018). The roles of receptive and productive language in children’s socioemotional development. Social Development, 27(4), 777-792. https://doi.org/10.1111/sode.12317

Roskos, K., Brueck, J. ve Widman, S. (2009). Investigating analytic tools for e-book design in early literacy learning. Journal of Interactive Online Learning, 8(3), 218-240.

Rowe, K.J. (1991). The influence of reading activity at home on students' attitudes towards reading, classroom attentiveness and reading achievement: An application of structural equation modelling. British Journal of Educational Psychology, 61 (1), 19-35.

Rowe, M. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762–1774. https://doi.org/10.1111/j.1467-8624. 2012.01805.x.

Rowe, M. L. (2018). Understanding socioeconomic differences in parents’ speech to children. Child Development Perspectives, 12(2), 122-127. https://doi.org/ 10.1111/cdep.12271

Rudvan, R. (2023). Okul öncesi eğitimde müzik etkinliklerinin geliştirilmesine yönelik bir eylem araştırması [Yayımlanmamış doktora tezi]. Çukurova Üniversitesi.

Russell, D. L. (1994). The pastoral influence on American children's literature. The Lion and the Unicorn, 18(2), 121-129.

Sal İşleyen, S., Kocaoğlu, B., Kocaoğlu, D. ve Cangi, M. E. (2023). Okul Öncesi Çocuklarda Sözel Akıcılık Becerilerinin Kısa Süreli Bellek, Çalışma Belleği, Fonolojik Farkındalık ve Dinlediğini Anlama Becerileri ile İlişkilerinin İncelenmesi: Tanımlayıcı Araştırma. Turkiye Klinikleri Journal of Health Sciences/Türkiye Klinikleri Sağlık Bilimleri Dergisi, 8(3), 410-418.

Sali, G., Levent Akkol, M. ve Oğuz, V. (2013). Okul Öncesi Öğretmenlerinin Müzik Etkinliklerinde Yaşadığı Sorunlar. Afyon Kocatepe University Journal of Social Sciences/Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 15(2),79-100. https.//doi.org/10.5578/JSS.7042

Salmon, L. G. (2014). Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education Journal, 42(2), 85-92.

Salomone, R. C. (2010). True American: Language, identity, and the education of ımmigrant children. Harvard University Press. https:/doi.org/10.4159/9780674056831

Sarı, B. (2018). Elektronik hikâye kitaplarının farklı sosyoekonomik düzeyden gelen 4-6 yaş çocukların anlamlı kelime edinimleri üzerine etkisi [Yayımlanmamış doktora tezi]. Uludağ Üniversitesi.

Sayan, H. (2016). Okul öncesi eğitimde teknoloji kullanımı. 21. Yüzyılda Eğitim ve Toplum, 5(13), 67-83.

Scarborough, H. S. ve Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245–302.

Schickedanz, J. A. ve McGee, L. M. (2010). The NELP report of shared story reading interventions (Chapter 4): Extending the story. Educational Researcher, 39(4), 323-329, https://doi.org/10.3102/0013189X10370206

Scott, W. A. ve Ytreberg, L. H.(1990). Teaching English to children. New York: Longman.

Segal-Drori, O., Korat, O., Shamir, A. ve Klein, P. S. (2010). Reading electronic and printed books with and without adult instruction: effects on emergent reading. Read. Writ. 23, 913–930. https://doi.org/10.1007/s11145-009-9182-x

Segers, E. ve Verhoeven, L. (2002) Multimedia support in early literacy learning. Computers and Education, 39, 207–221. http://doi.org/10.1016/S0360-1315(02)00034-9

Segers, E. ve Verhoeven, L. (2003). Effects of vocabulary training by computer in kindergarten. Journal of Computer Assisted Learning, 19(4), 557-566.

Sénéchal, M., Cornell, E. H., & Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10(3), 317-337.

Senemoğlu, N. (1989). Okulöncesi eğitimde dilin önemi. Milli Eğitim Vakfı Dergisi, 4(14), 21-22.

Shamir, A. (2009). Processes and outcomes of joint activity with e‐books for promoting kindergarteners' emergent literacy. Educational Media International, 46(1), 81- 96.

Shamir, A. ve Korat, O. (2007). Developing an educational e-book for fostering kindergarten children’s emergent literacy. Comput. Sch. 24, 125–143. https://doi.org/10.1080/10409280701838710

Shapiro, J., Anderson, J., & Anderson, A. (1997). Diversity in parental storybook reading. Early Child Development and Care, 127(1), 47-58.

Sığırtmaç, A. (2005). Okul öncesi dönemde müzik eğitimi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(9), 30-39.

Smith, L. B.( 2013). It’s all connected: pathways in visual object recognition and early noun learning. American Psychologist 68 (8), 618–629. http://doi.org/10.1037/a0034185

Snow, C. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53(2), 165-189.

Snow, C. E., Burns, S. ve Griffin P. (1998). Preventing reading difficulties in young children. Washington, DC.: National Academy Press.

Son, S.H. ve Morrison, F. J. (2010). The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. Developmental Psychology, 46(5), 1103–1118. https://doi.org/10.1037/a0020065

Sperry, D. E., Sperry, L. L. ve Miller, P. J. (2019). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 90(4), 1303-1318. https://doi.org/10.1111/cdev.13072

Stipek, D., Feiler, R., Daniels, D. ve Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66(1), 209–223.

Storch, S. A. ve Whitehurst, G. J. (2001). The role of family and home in the developmental course of literacy in children from low-income backgrounds. P.R. Britto ve J. Brooks-Gunn (Ed.), New directions in child development: the role of family literacy environment in promoting young children’s emerging literacy skills içinde (s.53–71). San Francisco, CA: Jossey-Bass/Pfeiffer.

Storch, S. A. ve Whitehurst, G. J. (2002). Oral language and coderelated precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947. https:/doi.org/10.1037//0012-1649.38.6.934

Strouse, G. A. ve Ganea, P. A. (2017). Parent–toddler behavior and language differ when reading electronic and print picture books. Frontiers in Psychology, 8, 677.

Sun, M. ve Seyrek, H. (2002). Okul öncesi eğitimde müzik. Mey Müzik Eserleri

Sundqvist, A., Koch, F., Birberg Thornberg, U., Barr, R. ve Heimann, M. (2021). Growing up in a digital world–digital media and the association with the child’s language development at two years of age. Frontiers in Psychology, 12,(569920),1-13. https://doi.org/10.3389/fpsyg.2021.569920.

Şen, A. I., Ertaş Kılıc, H., Oktay, O., Ekinci, S. ve Kadırhan, Z. (2021). Learning science outside the classroom: development and validation of the out-of-school learning environments perception scale. Journal of Outdoor and Environmental Education, 24, 19-36.

Şen, Y. (2006). Okul öncesi dönemde, çocuğun gelişiminde müziğin önemi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 337-343.

Takacs, Z. K., Swart, E. K. ve Bus, A. G. (2014). Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult. Frontiers in Psychology, 5, 1-12.

Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698-739.

Temiz, G. (2002). Okul öncesi eğitimin çocuğun dil gelişimine olan etkisi [Yayımlanmamış yüksek lisans tezi]. Selçuk Üniversitesi.

Tepetaş Ş.(2013). Elektronik çocuk kitapları. M. Gönen (Ed.), Çocuk edebiyatı içinde (s. 225-238). Eğiten Kitap.

Tomasello, M. (2005). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press Harvard University Press.

Toye, N. ve Prendiville, F. (2000). Drama and traditional story for the early years. London: Routledge Falmer.

Turner-Hill, B., Ludwig, C. ve Böttger, L. (2021). Teaching in the garden: School gardens as a space for environmental and English learning. Ecozon@: European Journal of Literature, Culture and Environment, 12(1), 83-106.

Uyar Dalkılıç, N. ve Gönen, M. (1998). Çocuk eğitiminde drama. Epsilon Yayıncılık.

Uyar, N. (1995). Anaokuluna Devam Eden 60-72 Aylık Çocuklara Destekleyici Olarak Uygulanan Eğitimde Drama Programının Çocukların Dil Gelişimine Etkisinin İncelenmesi [Yayımlanmamış yüksek lisans tezi].Hacettepe Üniversitesi.

Valerio, W. H. ve Freeman, N. K. (2009). Pre-service teachers’ perceptions of early childhood music teaching experiences. Bulletin of the Council for Research in Music Education, 181(Summer), 51-69.

Verhallen, M. J., & Bus, A. G. (2009). Video storybook reading as a remedy for vocabulary deficits. Outcomes and processes. Journal for Educational Research Online, 1(1), 172-196.

Voltmer, K., Hormann, O., Pietsch, M., Maehler, C. ve Von Salisch, M. (2021). Teaching the teachers about language support strategies: effects on young children's language development. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021660750

Vygotsky, L. (1962). Thought and language. Cambridge. MA: MIT Press. https:/doi.org/ 10.1037/11193-000

Vygotsky, L. (1978). Mind in society: The development of higher psychological functions. Cambridge, MA: Harvard University Press.

Wasik, B. A. ve Iannone-Campbell, C. (2012). Developing vocabulary through purposeful, strategic conversations. The Reading Teacher, 66(4), 321-332. https://doi.org/10.1002/TRTR.01095

Wasik, B. A. ve Jacobi-Vessels, J. L. (2017). Word play: Scaffolding language development through child-directed play. Early Childhood Education Journal, 45, 769-776.

Watson, K., Aubusson, P., Steel, F., & Griffin, J. (2002). A culture of learning in an informal setting. Journal for Australian Research in Early Childhood Education, 9(1), 125–137.

Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K., Golinkoff, R. M. ve Klahr, D. (2015). Making play work for education. Phi Delta Kappan, 96(8), 8–13.

Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K. ve Golinkoff, R. M. (2013). Talking it up: play, language development, and the role of adult support. American Journal of Play, 6(1), 39-54.

Weizman, Z. O. ve Snow, C. E. (2001). Lexical input as related to children’s vocabulary acquisition: effects of sophisticated exposure and support for meaning. Developmental psychology, 37(2), 265–279. http://doi.org/10.1037/0012-1649.37.2.265

Whitehurst, G. J. ve Lonigan, C. (2001). Emergent literacy: Development from prereaders to readers. S. Neuman ve D. Dickinson (Ed.), Handbook of early literacy research içinde (s. 11–30). New York: Guilford.

Whitehurst, G. J., Arnold, D. S., Epstein, J. S. ve Angell, A. L. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689. https://doi.org/10.1037/0012-1649.30.5.679

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559. https.//doi.org/10.1037/0012- 1649.24.4.552

Whorrall, J. ve Cabell, S. Q. (2016). Supporting children’s oral language development in the preschool classroom. Early Childhood Education Journal, 44, 335-341. https://doi.org/10.1007/s10643-015-0719-0

Wright, J. C., Huston, A. C., Murphy, K. C., St. Peters, M., Pinon, M., Scantlin, R. ve Kotler, J. (2001). The relations of early television viewing to school readiness and vocabulary of children from low‐income families: The early window project. Child Development, 72(5), 1347-1366.

Xiao, W., Chen, X. ve Wang, Y. (2023). Association between home literacy environment and eye movements during storybook reading: Implications for vocabulary and character recognition in chinese preschoolers. Acta Psychologica, 250, 104518.https://doi.org/10.1016/j.actpsy.2024.104518

Yaşar Ekici, F. ve Cengiz, S. G. (2021). Erken çocuklukta okula uyum ve erken okuryazarlık eğitimi. Erken çocukluk eğitimi kuramdan uygulamaya.

Yazanoğlu, G. (2011). İlköğretim birinci sinif öğrencilerinde kelime dağarciği gelişimin ilk okuma yazma başarisi ve sosyoekonomik düzey ile ilişkisi (şirnak ili örneği) (Master's thesis, Bursa Uludag University (Turkey)).

Yıldırım, G. ve Akamca, G. Ö. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37(2),1-10.

Zeece, P. D. ve Wallace, B. M. (2009). Books and good stuff: A strategy for building school to home literacy connections. Early Childhood Education Journal, 37(1), 35-42. https://doi.org/ 10.1007/s10643-009-0325-0

Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S. ve Yapanel, U. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124(1), 342-349.