The effect of story-based activities on early literacy skills in preschool period

This study aimed to examine the effect of story-based activities on early literacy skills in the preschool period. In line with this goal, answers were sought to some questions. Storytelling method: It creates an environment where children use their new knowledge to put their old knowledge and experiences to work, acquire new knowledge, produce solutions to the problems in which they are actively involved, and gain experience. In this study, the "pre-post test model with control group" was used from the experimental models. The study population consisted of children who received preschool education of 60-72 months. The sample group consisted of 40 children in two kindergarten classes of a kindergarten located in the Turhal district of Tokat province. In data collection, a demographic information form and Early Literacy Skills Assessment Tool (EOBDA) were used to obtain information about the family and child. A form of 7 questions was applied to obtain demographic information about families. In addition, EOBDA was used to measure children's early literacy skills. The EOBDA consists of a total of 96 closed-ended questions. The questions consist of "true" and "false." While the control group students were educated with the current program, the experimental group students received training with integrated activities prepared with the storytelling method two days a week for six weeks. Statistical package programs were used to analyze the obtained data. According to frequency (f), percentage (%), normality, and whether the data were homogeneously distributed, significance tests such as Levene's, T, and 2-Way ANAVO were used. As a result of the research, it was seen that there was a significant difference in favor of the experimental group between the scores of the children in the experimental group, for whom the teacher did story-based activities, and the children in the control group, who did not receive any application. However, it was concluded that gender, parental education level, parental monthly income, and parental age did not significantly affect early literacy skills. Various suggestions were made based on the results obtained from the research.