A situation study on book centers in preschool educational institutions

The purpose of this study is to examine the current status of book centers in preschools from various perspectives, based on teacher opinions and observations, and to make evaluations based on the findings. The research was structured in accordance with a basic qualitative research design, and interviews were used as the data collection method. The research population consisted of teachers working in preschools affiliated with the Ministry of National Education in Istanbul. The study group consisted of 55 preschool teachers working in the Kadıköy, Maltepe, and Esenler districts of Istanbul. A total of 100 teachers were contacted for the study; however, data from only the 55 teachers who answered the questions completely, sincerely, and in-depth were included in the analysis. Data were collected through face-to-face interviews conducted with the teachers at their institutions during the 2024-2025 fall semester, using a semi-structured interview form developed by the researcher. Descriptive analysis was used in data analysis, utilizing frequency and percentage values, as well as participant opinions. To increase the validity and reliability of the study, opinions were obtained from a preschool education expert and a Turkish language education expert, and the data and findings were compared and evaluated. The study found that many classrooms lack book centers. The vast majority of classrooms with book centers only stock storybooks. In classrooms without book centers, the primary reasons for this are physical limitations and financial constraints. A significant number of teachers stated that they were unable to renew their bookshelves due to financial concerns or that they had developed alternative storage methods. Teachers reported receiving the most support from parents during the process of establishing book centers. It was concluded that the children who spent time at book centers mostly came from families with higher socioeconomic status.