Investigation of the effect of shared book reading program on preschool children's problem solving skills

The purpose of this research is to determine the effect of dialogic reading program on problem solving skills of 60–72-month-old children. For this purpose, an experimental design with pretest-posttest control group was used. The participants of the study consisted of 18 children attending kindergarten in Mareşal Fevzi Çakmak Primary School, serves for Ministry of Education in Esenler District of Istanbul Province. There were nine children in each of the experimental and control groups. During the research, the books and activities used in the dialogic reading program, which was carried out with the experimental group and applied for 8 weeks, were selected by referring to expert opinions and considering the developmental characteristics of the children. Eight books were planned and implemented in 16 sessions, with each book to be read twice. 'Problem Solving Skills Scale' developed by Oğuz and Köksal-Akyol (2015), and 'Demographic Form' were used as data collection tool. A pre-test and post-test were implemented in the week before and after the treatment. As a result of the research, it was determined that the dialogic book reading program was effective in the development of children's problem-solving skills in the treatment group. In addition, it was observed that the problem-solving skill scores did not differ statistically in terms of demographic variables. In the light of these results, it can be suggested to conduct studies examining the effect of the interactive book reading program on the problem-solving skills of students at different grade levels.