Evaluation of language area early learning behaviors and skills of preschool children in terms of home early literacy environment

The study aims to examine the early literacy, receptive language and expressive language behaviors and skills of preschool children in terms of home early literacy environment. The study was designed using the cross-sectional survey model, one of the quantitative research methods. The study group of the research consisted of 220 children aged 60-72 months attending official kindergartens and independent kindergartens affiliated to the Ministry of National Education in the Central and Muratlı districts of Tekirdağ province. Early Literacy Home Environment Scale (EROY-EV), Early Learning Observation and Rating Scale (ELORS), Child Demographic Information Form and Teacher Demographic Information Form were used as data collection tools. The normality of the distribution of the research data was tested and correlation and difference tests were utilized accordingly. Qualitative analyses were used in the evaluation of three open-ended questions that examined the views of the participating teachers on early literacy within the scope of the research purpose. As a result of the research, it is possible to say that as the suitability of the home environment increases in terms of early literacy, children's early literacy, receptive language and expressive language skills, which are among the early learning behaviors and skills, also increase. In addition, it was determined that children's early literacy skills changed positively according to the children's having their own room at home, their parents' frequency of reading books, having a bookshelf, and the age at which they bought their first book. According to the characteristics of the program in which the children participated in the training, it is possible to say that the teacher's graduate education and the increase in the frequency and duration of early literacy activities in the classroom environment made a positive difference on early literacy and receptive language skills.