Abstract
Preschool period covers the years when the child is in a rapid change and development in every aspect. The learning experiences in this period affect children’s development. The developments in knowledge technologies affect the child's environment and children's books. This rapid change brings with it some discussions. “Do either traditional methods or digital applications affect children's level of recalling more positively?” This question was the starting point of the research. Thus, the aim of this study is to compare the effect of stories told through e-books and picture books on children's level of recall. The research is based on random design with post-test control group from real experimental designs of quantitative research model. The groups were determined by simple random sampling method and each group consisted of 10 children. The research data were collected by asking the children various questions about the stories and the characters in the stories by the researchers after storytelling through e-book and pictures book. Mann Whitney U test was used to analyze the data. As a result of the study, it was discovered that the children in the group that the story was told by using pictures book have higher level of recall. Key words: Preschool education, story, story book, e-book, recall.
Highlights
Preschool period covers the years when the child is in a rapid change and development in every aspect and the learning experiences in this period affect children’s development
The aim of teaching in this critical period in which development is the fastest should not be “transmitting knowledge to children, but getting them to gain the skills to access it (Arı, 2003). Among these skills that children can access knowledge, perception, thinking, problem solving and level of recall are represented by cognition processes (Messick, 1976)
The aim of this study is to compare the effect of stories told through e-books and picture books on children's recall levels
Summary
Preschool period covers the years when the child is in a rapid change and development in every aspect and the learning experiences in this period affect children’s development. As a result of these learning experiences, the child discovers solutions to the problems s/he will face in her/his future life In this sense, preschool years are considered as a critical period in acquiring basic knowledge, skills and habits (Elliott, 2006; Turla and Tür, 1999). The aim of teaching in this critical period in which development is the fastest should not be “transmitting knowledge to children, but getting them to gain the skills to access it (Arı, 2003) Among these skills that children can access knowledge, perception, thinking, problem solving and level of recall are represented by cognition processes (Messick, 1976). The fact that the knowledge and skills that are learned previously are remembered when the individual needs that knowledge
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