Assesment of early literacy environment in kindergartens and the effect of classroom environment on children's early literacy behaviours

The aim of this study is to examine the influence of adding literacy materials to classroom environment in preschools and treatment given with the teacher's support on the 5-year-old children's early literacy behaviours. The research was applied in two formal independent kindergartens in the centrum of Ankara during the second semester of 2011-2012 education year, between March and May. The study was formed by a single-subject research design and it was carried out with three children, totaling a number of six. In the research, 'Early Language and Literacy Classroom Observation Tool' was adapted. In this context, language equivalence was provided, expert opinions were taken and reliability and validity analysis were made with the data derived from the pilot study done in 103 classrooms. In the factor analysis, an item which was evaluated as insufficient in distinguishing classrooms from each other was removed from the observation tool and the measurement tool became a form with 18 items. The Cronbach Alpha reliability value of the observation tool was calculated as 0,97. This value shows that the measurement tool has reliability within the meaning of high internal consistency. According to this, the measurement tool was accepted as both reliable and valid. The early language and literacy environment of the classrooms were assessed by using 'Early Language and Literacy Classroom Observation Tool'. According to this, classrooms' early language and literacy environment was defined as 'inadequate' and 'deficient'. The results derived were used in determining the content of the treatment. After this stage, literacy behaviours of the subjects in the two classrooms were observed during free-play time activities and they were recorded by momentary time sampling to collect data of the baseline level. Then treatment was given into the classrooms; by adding literacy materials into the classrooms and teachers were directed towards supporting this process. To collect post-treatment data, literacy behaviours of the subjects were observed once more and recorded with the same method. The data of the research are analyzed by frequency, percentage and descriptive statistics and interpreted. It is determined that the enrichment of classrooms environment with literacy materials and teacher's support increases the frequency of the children's early literacy behaviours. The results derived underline the importance of classroom environment in preschools both from the physical and process aspects. In the study, recommendations based on these findings were given to the appliers and researchers.