The analysis in terms of various variables of the relationship between the linguistic development of children aged 5-6 that attend an early preschool education institute and their mothers? reading habits and motivation

The aim of this study is to analyze in terms of various variables of the relationship between the linguistic development of children aged 5-6 that attend an early preschool education institute and their mothers reading habits and motivation. The study group consists of a total of 150 mothers and their children aged 60-72 months old that attend preschools under the ministry of education in Kırşehir and its Kaman district in the 2007-2008 educational year.The data of the study have been obtained by five different data-collection tools: Descoeudres Language Test, the Peabody Picture Vocabulary Test, Limbosch & Wolf?s Vocabulary and Language Tests for the children; and a Reading Motivation Test as well as Personal Information Form for the mothers.The data have been analyzed on a computer by the SPSS 11.5 statistics software. T-test and single factor variance analysis was used on unrelated sampling regarding the linguistic development of children aged 5-6 who attend an early preschool education institute while single factor variance analysis was used on unrelated sampling regarding findings on reading habits and motivation of mothers. t-test and single factor variance analysis were used on unrelated sampling for the findings regarding the relationship between the linguistic development of children involved in the study and the reading habit and motivation of mothers, and Pearson correlation coefficient was used to determine the rate of the relationship between the two variables.It was concluded in the study that;Linguistic development level of children aged 5-6 who attend an early preschool education institute did not show a meaningful difference based on age and gender variables.Differentiation of linguistic development level of children aged 5-6 who attend an early preschool education institute based on period of attendance of preschool education institute was examined and it has been observed that the linguistic development levels of children differed based on period of attendance of preschool education institute.The linguistic development level of children and the childcare method in the first 3 year period after birth has been examined. Based on scores achieved by children in all linguistic tests, it has been determined that children who have been under the care of a babysitter in the 3 year period after birth are more successful compared to other children and that the linguistic development of children differentiated according to the childcare method in the first 3 year period after birth.It is determined that linguistic development levels of children constituting the study group varied according to number of children of the family, education level of parents and socioeconomic status of the family.It is determined that reading habits and motivation of the mothers in the study group varied according to age, number of children of the family and education levels.It is concluded that reading motivation and habits of mothers constituting the study group have an impact on the linguistic development of children attending preschool education institutes and that they mutually affected one another.Based on said outputs, statistically meaningful relationships have been observed between reading habits and motivations of mothers and the linguistic development of children.