Informational and fictional books: young children's book preferences and teachers' perspectives

Huseyin Kotaman, Ali Kemal Tekin

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This study investigated young children's preferences for books to read aloud. Participants included 142 children enrolled in 4 public kindergartens in the Şanlıurfa province of Turkey, their parents (142 parents), and teachers. Forty-nine 4-year-olds and 93 5-year-olds and their 9 teachers participated in the study. Parents filled out surveys; children participated in eight consecutive book selection sessions before read-aloud and after read-aloud; and teachers were interviewed. Results from both before and after read-aloud revealed that young children preferred informational books to fictional books. Prior to reading the books, children preferred informational books due to their subjects and fictional books due to their characters. Further, interview findings indicated that teachers believe informational books are more educational, promoting curiosity, and triggering further activities, and transferrable to real life. Young children would benefit greater exposure to informational books. Policy-makers would promote informational children's books and professionals working on children literacy should allocate more attention to informational children's books. More informational children's books would be produced and teachers and parents would consider them as part of child literacy. Teachers and parents would introduce informational books as a choice to their children.

Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalEarly Child Development and Care
DOIs
Publication statusAccepted/In press - Sep 22 2016

Fingerprint

Parents
Book Selection
Exploratory Behavior
Turkey
Administrative Personnel
Reading
Interviews
Literacy

Keywords

  • Children's book preference
  • early childhood education
  • fictional books
  • non-narrative informational books
  • read-aloud

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

Cite this

Informational and fictional books : young children's book preferences and teachers' perspectives. / Kotaman, Huseyin; Tekin, Ali Kemal.

In: Early Child Development and Care, 22.09.2016, p. 1-15.

Research output: Contribution to journalArticle

@article{717f990c82804eaab353eed9e4a9fb4a,
title = "Informational and fictional books: young children's book preferences and teachers' perspectives",
abstract = "This study investigated young children's preferences for books to read aloud. Participants included 142 children enrolled in 4 public kindergartens in the Şanlıurfa province of Turkey, their parents (142 parents), and teachers. Forty-nine 4-year-olds and 93 5-year-olds and their 9 teachers participated in the study. Parents filled out surveys; children participated in eight consecutive book selection sessions before read-aloud and after read-aloud; and teachers were interviewed. Results from both before and after read-aloud revealed that young children preferred informational books to fictional books. Prior to reading the books, children preferred informational books due to their subjects and fictional books due to their characters. Further, interview findings indicated that teachers believe informational books are more educational, promoting curiosity, and triggering further activities, and transferrable to real life. Young children would benefit greater exposure to informational books. Policy-makers would promote informational children's books and professionals working on children literacy should allocate more attention to informational children's books. More informational children's books would be produced and teachers and parents would consider them as part of child literacy. Teachers and parents would introduce informational books as a choice to their children.",
keywords = "Children's book preference, early childhood education, fictional books, non-narrative informational books, read-aloud",
author = "Huseyin Kotaman and Tekin, {Ali Kemal}",
year = "2016",
month = "9",
day = "22",
doi = "10.1080/03004430.2016.1236092",
language = "English",
pages = "1--15",
journal = "Early Child Development and Care",
issn = "0300-4430",
publisher = "Taylor and Francis Ltd.",

}

TY - JOUR

T1 - Informational and fictional books

T2 - young children's book preferences and teachers' perspectives

AU - Kotaman, Huseyin

AU - Tekin, Ali Kemal

PY - 2016/9/22

Y1 - 2016/9/22

N2 - This study investigated young children's preferences for books to read aloud. Participants included 142 children enrolled in 4 public kindergartens in the Şanlıurfa province of Turkey, their parents (142 parents), and teachers. Forty-nine 4-year-olds and 93 5-year-olds and their 9 teachers participated in the study. Parents filled out surveys; children participated in eight consecutive book selection sessions before read-aloud and after read-aloud; and teachers were interviewed. Results from both before and after read-aloud revealed that young children preferred informational books to fictional books. Prior to reading the books, children preferred informational books due to their subjects and fictional books due to their characters. Further, interview findings indicated that teachers believe informational books are more educational, promoting curiosity, and triggering further activities, and transferrable to real life. Young children would benefit greater exposure to informational books. Policy-makers would promote informational children's books and professionals working on children literacy should allocate more attention to informational children's books. More informational children's books would be produced and teachers and parents would consider them as part of child literacy. Teachers and parents would introduce informational books as a choice to their children.

AB - This study investigated young children's preferences for books to read aloud. Participants included 142 children enrolled in 4 public kindergartens in the Şanlıurfa province of Turkey, their parents (142 parents), and teachers. Forty-nine 4-year-olds and 93 5-year-olds and their 9 teachers participated in the study. Parents filled out surveys; children participated in eight consecutive book selection sessions before read-aloud and after read-aloud; and teachers were interviewed. Results from both before and after read-aloud revealed that young children preferred informational books to fictional books. Prior to reading the books, children preferred informational books due to their subjects and fictional books due to their characters. Further, interview findings indicated that teachers believe informational books are more educational, promoting curiosity, and triggering further activities, and transferrable to real life. Young children would benefit greater exposure to informational books. Policy-makers would promote informational children's books and professionals working on children literacy should allocate more attention to informational children's books. More informational children's books would be produced and teachers and parents would consider them as part of child literacy. Teachers and parents would introduce informational books as a choice to their children.

KW - Children's book preference

KW - early childhood education

KW - fictional books

KW - non-narrative informational books

KW - read-aloud

UR - http://www.scopus.com/inward/record.url?scp=84989220441&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84989220441&partnerID=8YFLogxK

U2 - 10.1080/03004430.2016.1236092

DO - 10.1080/03004430.2016.1236092

M3 - Article

AN - SCOPUS:84989220441

SP - 1

EP - 15

JO - Early Child Development and Care

JF - Early Child Development and Care

SN - 0300-4430

ER -