Araştırma Makalesi
BibTex RIS Kaynak Göster

Storytelling in Preschool: Teacher Perspectives and Practical Experiences

Yıl 2025, Cilt: 54 Sayı: 246, 1109 - 1146, 01.05.2025

Merve Arabacı , Yasemin Aydoğan

https://doi.org/10.37669/milliegitim.1564173

Öz

This study aimed to determine the views and practical experiences of preschool teachers regarding storytelling. The research was conducted using a phenomenological design, one of the qualitative research models, and data were collected through the focus group interview technique. The study group consisted of nine preschool teachers. The focus group interview was conducted online via a digital communication platform with a moderator and an observer during a 70-minute session. The research data were analyzed using content analysis. The findings revealed that teachers' storytelling and listening habits were shaped by familial and cultural ties during childhood, and modern tools such as social media influenced these habits. Teachers expressed that stories offer a safe, comforting, and healing experience. Additionally, they highlighted that storytelling significantly contributes to children's social-emotional, cognitive, and language development, and thus it should be practiced from the preschool period onwards. They emphasized the importance of selecting and adapting stories according to children's age and interests, while avoiding didacticism. Some teachers reported telling stories at specific times, while others adopted a more flexible approach, telling stories at appropriate moments based on children's wishes. While some teachers prepared in advance for storytelling, others narrated stories more spontaneously depending on the group's dynamics. It was noted that storytelling significantly benefits children's social-emotional, cognitive, and language development. The study concluded that storytelling from the preschool period onward provides significant benefits for both teachers and children.

Anahtar Kelimeler

storytelling preschool teachers preschool fairy tales story

Kaynakça

  • Agosto, D. E. (2016). Why storytelling matters: unveiling the literacy benefits of storytelling. Children and Libraries, 14(2), 21-26. https://doi.org/10.5860/cal.14n2.21
  • Ahmed, M., Inam, D., & Saif, J. (2022). Effect of Storytelling on Listening Skills and Vocabulary of Preschool Children. Journal of Early Childhood Care and Education, 5(2), 13-30. https://doi.org/10.30971/jecce.v5i2.1297
  • Amel, A., Rahnamaei, H., & Hashemi, Z. (2023). Play therapy and storytelling intervention on children’s social skills with attention deficit-hyperactivity disorder. Journal of Education and Health Promotion, 12(317), 1-7. https://doi.org/10.4103/jehp.jehp_1104_22
  • Aminimanesh, A., Ghazavi, Z., & Mehrabi, T. (2019). Effectiveness of the puppet show and storytelling methods on children’s behavioral problems. Iranian Journal of Nursing and Midwifery Research, 24(1), 61-65. https://doi.org/10.4103/ijnmr.IJNMR_115_15
  • Arıcı, A. (2008). Eğitimde masalın yeri. İlköğretmen Dergisi, 17, 6-9.
  • Arnold, D., Fisher, P., Doctoroff, G., & Dobbs, J. (2002). Accelerating math development in Head Start classrooms. Journal of Educational Psychology, 94(4), 762-770. https://doi.org/10.1037/0022-0663.94.4.762
  • Aydemir, B. (2021). Gelenekselden çağdaş olana Türk hikâye anlatıcılığında temel motivasyonlar (Model anlatıcılar ışığında). IBAD Sosyal Bilimler Dergisi, (10), 370-387. https://doi.org/10.21733/ibad.883565
  • Aydın, H. (2023). Okul öncesi eğitimde masal anlatımına ilişkin öğretmen görüşlerinin incelenmesi. Elektronik Dil ve Eğitim Dergisi, 4(1), 1-12.
  • Bakırcı, N. (2022). Çocuk eğitiminde hayvan masallarının işlevi. Türük Uluslararası Dil, Edebiyat ve Halkbilimi Araştırmaları Dergisi, 29, 1-15. https://doi.org/10.12992/TURUK1214
  • Bawono, Y., Febriana, K., & Setyaningsih, S. (2022). Storytelling: An Effort to Reduce Aggressiveness Madurese Pre-School Children. Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta, 5(1), 394-406. https://doi.org/10.22441/biopsikososial.v5i1.14570
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz Ş., ve Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
  • Christensen, L. B., Johnson, R. B., ve Turner, L. A. (2015). Araştırma yöntemleri: desen ve analiz. (A. Aypay Çev. Ed.). Anı Yayıncılık.
  • Collins, F. (1999). The use of traditional storytelling in education to the learning of literacy skills. Early Child Development and Care, 152(1), 77-108. https://doi.org/10.1080/0300443991520106
  • Dadashzade, E., Ziaei, M. A., & Pourasad, A.-H. (2022). The effectiveness of storytelling on decision-making of preschool children. Technium Social Sciences Journal, 35(1), 50-57. https://doi.org/10.47577/tssj.v35i1.7307
  • Davim, M. V. C., Davim, R. M. B., & Silva, D. C. (2016). Reflective analysis of the importance in the act of storytelling in early childhood education. Journal of Nursing UFPE/Revista De Enfermagem UFPE, 10(12), 4664-4671. https://doi.org/10.5205/reuol.9978-88449-6-ED1012201630
  • Dede, A. (2017). Hadi masal anlatalım. Taze Kitap.
  • Eisen, S., Taggart, J., & Lillard, A. (2022). Children prefer familiar fantasy, but not anthropomorphism, in their storybooks. Journal of Cognition and Development, 24(1), 129-141. https://doi.org/10.1080/15248372.2022.2144317
  • Erickson, E. (2018). Effects of storytelling on emotional development [Unpublished master thesis]. St. Catherine University.
  • Farantika, D., Shofwan, A. M., & Purwaningrum, D. (2022). The benefits and purpose of storytelling for early childhood education. Jurnal Sinda, 2(2), 122-129. https://doi.org/10.28926/sinda.v2i2
  • Frude, N., & Killick, S. (2011). Family storytelling and the attachment relationship. Psychodynamic Practice, 17(4), 441-455. https://doi.org/10.1080/14753634.2011.609025
  • Gayatri, S., Ariastuti, I., Rahayu, R., & Yuhandri. Y. (2023). Instilling children’s characters through storytelling methods in preschool education. Sawerigading, 29(2), 205-221. https://doi.org/10.26499/sawer.v29i2.1268
  • Gregor, M. E. (2010). Storytelling in the Home, School, and Library, 1890-1920 [Unpublished doctoral dissertation]. University of Oregon.
  • Gülcan, C. (2021). Nitel bir veri toplama aracı: Odak (focus) grup tekniğinin uygulanışı ve geçerliliği üzerine bir çalışma. Mersin Üniversitesi Sosyal Bilimler Enstitüsü e-Dergisi, 4(2), 94-108. https://doi.org/10.5205/reuol.9978-88449-6-ED1012201630
  • Gürel, E., & Tığlı, Ö. (2014). New world created by social media: Transmedia storytelling. Journal of Media Critiques, 1(1), 35-65.
  • Hayes, S. (2015). Examining Ritual in a Reggio-Inspired Preschool. Journal of Inquiry and Action in Education, 6(2), 38-52. https://digitalcommons.buffalostate.edu/jiae/vol6/iss2/3
  • Hester, S., & Francis, D. (1995). Words and pictures: Collaborative storytelling in a primary classroom. Research in Education, 53(1), 65-88. https://doi.org/10.1177/003452379505300107
  • Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163. https://doi.org/10.1023/b:ecej.0000048967.94189.a3
  • Kampeza, M., & Delserieys, A. (2019). Approaching change of state in early childhood education: the design of a teaching intervention based on storytelling. Educational Journal of the University of Patras UNESCO Chair, 6(1), 89-98. https://doi.org/10.26220/une.2955
  • Karatay, H. (2007). Dil edinimi ve değer öğretimi sürecinde masalın önemi ve işlevi. Türk Eğitim Bilimleri Dergisi, 5(3), 463-477.
  • Kayılı, G., & Erdal, Z. (2021). Children’s problem solving skills: Does drama based storytelling method work?. Journal of Early Childhood Research, 2(1), 43-57. https://doi.org/10.37291/2717638X.20212164
  • Kepez, B. S. (2020). Yaşayan geleneksel ve modern masal anlatıcıları: Bağlamsal kurama göre çözümleme [Yayımlanmamış yüksek lisans tezi]. Ankara Hacı Bayram Veli Üniversitesi.
  • Köken, C. (2018). 48-60 aylık çocukların hikâye anlatım teknikleri kullanılarak hikâyeyi hatırlama becerilerinin değerlendirilmesi [Yayınlanmamış yüksek lisans tezi], Marmara Üniversitesi.
  • Kumari, A., & Yadav, R. (2017). Developing relationship skills among students: Role of storytelling. Educational Quest: An International Journal of Education and Applied Social Sciences, 8(3), 447-451. https://doi.org/10.5958/2230-7311.2017.00091.5
  • Kuyvenhoven, J. C. (2005). In the presence of each other: A pedagogy of storytelling [Unpublished doctoral dissertation]. University of British Columbia.
  • Kuyvenhoven, J. C. (2007). “What happens inside your head when you are listening to a story?” Children talk about their experience during a storytelling. Storytelling, Self, Society, 3(2), 95-114. https://doi.org/10.1080/15505340701282755
  • Leinhardt, G., Weidman, C., & Hammond, K. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17(2), 135-176. https://doi.org/10.1080/03626784.1987.11075284
  • Lenox, M. F. (2000). Storytelling for young children in a multicultural world. Early Childhood Education Journal, 28(2), 97-102. https://doi.org/10.1023/A:1009599320835
  • Lewis, B. A. (2021). Social emotional stories: Lessons and learning from plants and animals. Free Spirit Publishing.
  • Massey, S. L. (2003). Teacher–child conversation in the preschool classroom. Early Childhood Education Journal, 31(4), 227-231. https://doi.org/10.1023/B:ECEJ.0000024113.69141.23
  • Maureen, I. Y., van der Meij, H., & de Jong, T. (2018). Supporting literacy and digital literacy development in early childhood education using storytelling activities. International Journal of Early Childhood, 50(3), 371-389. https://doi.org/10.1007/s13158-018-0230-z
  • McCrindle, C., & Odendaal, J. (1994). Animals in books used for preschool children. Anthrozoos, 7(2), 135-146. https://doi.org/10.2752/089279394787001998
  • Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber (Çev. Ed. Selahattin Turan,). Nobel Akademik Yayıncılık. (Orijinal eser 2009’da yayımlandı)
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2nd ed). Sage.
  • Miller, S., & Pennycuff, L. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43. http://wmpeople.wm.edu/asset/index/mxtsch/storytelling
  • Mitchell, M. (2010). Learning about ourselves through fairy tales: Their psychological value. Psychological Perspectives, 53(3), 264-279. https://doi.org/10.1080/00332925.2010.501212
  • Okam, C. L. (2021). On children: A study of storytelling, affective education and child’s respect. In E. Dąbrowa and A. Odrowąż-Coates (Eds.), Education and the Challenges of the Multicultural World (pp. 75-92). Maria Grzegorzewska University Press.
  • O’Neill, B. E. (2008). Storytelling and creative drama: A dynamic approach to inclusive early childhood education [Unpublished doctoral dissertation]. Columbia University.
  • Oruç, Ş., ve Çağır, S. (2020). Masal anlatıcılarına göre masal anlatıcılarında olması gereken özellikler. Journal of Human and Social Sciences, 3(2), 707-723.
  • Phillips, L. G. (2000). Storytelling: The seeds of children’s creativity. Australasian journal of early childhood, 25(3), 1-5. https://doi.org/10.1177/183693910002500302
  • Phillips, L. G. (2010). Young Children’s active citizenship: storytelling, stories and social actions [Unpublished doctoral dissertation]. Queensland University of Technology.
  • Polletta, F., Chen, P. C. B., Gardner, B. G., & Motes, A. (2011). The sociology of storytelling. Annual review of sociology, 37(1), 109-130. https://doi.org/10.1146/annurev-soc-081309-150106
  • Propp, V. (2001). Masalın biçim bilimi. (Çev. Mehmet Rifat-Sema Rifat). Om Yayınları. (Orijinal eser 1954›te yayımlandı)
  • Rafiola, R. H., Anggraini, D., & Sari, V. N. (2022). The effectiveness of storytelling method to increase language development in early childhood. Journal of Early Childhood Education, 7(3), 461-471. https://doi.org/10.26618/jed.v7i3.8140
  • Ramsden, A., & Hollingsworth, S. (2018). Hikâye anlatma sanatı. İletişim Yayınları.
  • Roca, M., & Vicol, M. (2022). The impact of storytelling on the preschoolers’ psycho-emotional development. Revista Românească pentru Educaţie Multidimensională, 14(4Sup1), 217-233. https://doi.org/10.18662/rrem/14.4Sup1/668
  • Salmon, A. (2010). Engaging young children in thinking routines. Childhood Education, 86(3), 132-137. https://doi.org/10.1080/00094056.2010.10523133
  • Sari, A., & Hermansyah, H. (2022). The effect of teacher communication through storytelling method on the creativity level of kindergarten students in bekasi city. International Journal of Emerging Issues in Early Childhood Education, 4(1), 29–41. https://doi.org/10.31098/ijeiece.v4i1.883
  • Scully, P., & Howell, J. (2008). Using rituals and traditions to create classroom community for children, teachers, and parents. Early Childhood Education Journal, 36, 261-266. https://doi.org/10.1007/S10643-008-0279-7
  • Sekarini, A. R., Galleryzki, A. R., Miranda, I. P., & Lestari, D. A. (2023). Story telling and playing stacking blocks effective in reducing children anxiety in early childhood education. South Asian Research Journal of Nursing and Healthcare, 5(5), 61-64. https://doi.org/10.36346/sarjnhc.2023.v05i05.001
  • Simeonova-Ingilizova, M. (2023). The Educational Role of Fairy Tales in Preschool (6-7 Year Old). Pedagogical Forum, 2, 42-55. https://doi.org/10.15547/pf.2023.013
  • Smyth, J. (2005). Storytelling with young children. Early Childhood Australia Inc. https://eric.ed.gov/?id=ED488942
  • Sturm, B. W. (1999). The enchanted imagination: Storytelling’s power to entrance listeners. School Library Media Research, 2(6), 1-21.
  • Sugiyama, M. (2008). Information is the stuff of narrative. Style, 42(2-3), 254-260. https://www.jstor.org/stable/10.5325/style.42.2-3.254
  • Şahin, M. (2011). Masalların çocuk gelişimine etkilerinin öğretmen görüşleri açısından incelenmesi. Millî Folklor, 23(89), 208-219.
  • Tassopoulou, E. (2017). Impact of storytelling on school readiness and socio emotional development of preschool age children [Unpublished doctoral dissertation]. University of Bolton. The National Storytelling Network (n.d.). What is Storytelling? https://storynet.org/what-is-storytelling/
  • Treewong, P. (2023). Fairy tales and promotion of early childhood development. Rajabhat Chiang Mai Research Journal, 24(3), 105-113. https://doi.org/10.57260/rcmrj.2023.264131
  • Tsitsani, P., Psyllidou, S., Batzios, S., Livas, S., Ouranos, M., & Cassimos, D. (2012). Fairy tales: A compass for children’s healthy development a qualitative study in a Greek island. Child: care, health and development, 38(2), 266-72. https://doi.org/10.1111/j.1365-2214.2011.01216.x
  • Türk Dil Kurumu. (2023). Türkçe Sözlük. https://sozluk.gov.tr/ (Erişim tarihi: 27 Temmuz 2024).
  • Uç, Z., ve Tuncel, İ. (2022). Okul öncesi eğitimde Anadolu masal anlatıcılığının kullanılmasına ilişkin öğretmen görüşleri. Millî Eğitim, 53 (242), 1085-1112. https://doi.org/10.37669/milliegitim.1230587
  • Vučković, D. (2018). A fairy tale (R)evolution: The value and the critical reading of fairy tales in the contemporary educational context. History of Education and Children’s Literature, 13(2), 309-336.
  • Warsih, & Maulidaty, I. E. (2021). The effect of storytelling methods on the ability of owning early children. Literasi Nusantara, 1(2), 111-127. http://journal.citradharma.org/index.php/literasinusantara/article/view/77
  • Wendelin, K. (1980). Taking Stock of Children’s Preferences in Humorous Literature. Reading Psychology, 2(1), 34-42. https://doi.org/10.1080/0270271800020107
  • Wright, A. (1995). Storytelling with children. Oxford University Press.
  • Wulandari, M. D. (2016). Storytelling method as the child friendly school implementation. In E. Dąbrowa and A. Odrowąż-Coates (Eds.), The first international conference on child - friendly education (pp. 141-147). Universitas Muhammadiyah Surakarta. http://hdl.handle.net/11617/7205
  • Xiao, M., Amzah, F., & Rong, W. (2023). Experience of beauty: Valuing emotional engagement and collaboration in teacher-child storytelling activities. International Journal of Learning, Teaching and Educational Research, 22(2), 165-187. https://doi.org/10.26803/ijlter.22.2.10
  • Yıldırım, A., ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. Baskı). Seçkin Yayıncılık.
  • Yılmaz, A. (2012). Çocuk eğitiminde masalın yeri (Binbir gece masalları örneği). Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 2012(25), 299-306.
  • Zehetner, A. (2013). Why fairy tales are still relevant to today’s children. Journal of paediatrics and child health, 49(2), 161-162. https://doi.org/10.1111/jpc.12080
  • Zhang, C., & Quinn, M. (2018). Promoting Early Writing Skills through Morning Meeting Routines: Guidelines for Best Practices. Early Childhood Education Journal, 46, 547-556. https://doi.org/10.1007/S10643-017-0886-2
  • Zipes, J. (2012). The irresistible fairy tale: The cultural and social history of a genre. Princeton University Press. https://doi.org/10.1515/9781400841820

Okul Öncesi Dönemde Masal Anlatıcılığı: Öğretmen Görüşleri ve Uygulama Deneyimleri

Yıl 2025, Cilt: 54 Sayı: 246, 1109 - 1146, 01.05.2025

Merve Arabacı , Yasemin Aydoğan

https://doi.org/10.37669/milliegitim.1564173

Öz

Bu araştırmada, okul öncesi öğretmenlerinin masal anlatımına ilişkin görüşlerinin ve uygulama deneyimlerinin belirlenmesi amaçlanmıştır. Nitel araştırma modellerinden olgubilim deseninde gerçekleştirilen araştırmada veriler, odak grup görüşmesi tekniği kullanılarak elde edilmiştir. Araştırmanın çalışma grubunu dokuz okul öncesi öğretmeni oluşturmuştur. Odak grup görüşmesi, dijital iletişim platformu üzerinden çevrim içi olarak, bir moderatör ve bir gözlemci eşliğinde, 70 dakikalık bir oturumda gerçekleştirilmiştir. Araştırma verileri içerik analizi tekniğinde çözümlenmiştir. Araştırma bulgularına bakıldığında; öğretmenler, masal anlatma ve dinleme alışkanlıklarının çocukluk dönemindeki ailevi ve kültürel bağlarla şekillenmiş durumda olduğunu, sosyal medya gibi modern araçların bu alışkanlığa etki ettiğini, masalların güvenli, huzur veren, iyileştirici bir deneyim sunduğunu ifade etmişlerdir. Ayrıca masal anlatımının çocukların sosyal-duygusal, bilişsel ve dil gelişimi becerilerine önemli katkılar sağladığını ve bu nedenle mutlaka okul öncesi dönemden itibaren anlatılması gerektiğini belirtmişlerdir. Özellikle çocukların yaş ve ilgilerine uygun masalların seçilmesi, uyarlanması ve didaktik olmaktan kaçılmasının önemli olduğunu vurgulamışlardır. Bazı öğretmenler, belirli bir gün ve zaman diliminde masal anlatırken, diğer öğretmenler daha esnek bir yaklaşım benimseyip, uygun anlarda ve çocukların isteklerine göre masal anlattıklarını ifade etmişlerdir. Kimileri masal anlatımı öncesinde hazırlık yaparken, kimileri de grubun dinamiğine göre daha doğaçlama bir şekilde masal anlatmaktadır. Masal anlatmanın, çocukların sosyal-duygusal, bilişsel ve dil gelişimlerine önemli katkılar sağladığı belirtilmiştir. Araştırmada; okul öncesi dönemden itibaren çocuklara masal anlatımları yapılmasının hem öğretmen hem de çocuklar açısından önemli katkılar sağlayabileceği sonucuna ulaşılmıştır.

Anahtar Kelimeler

masal anlatımı okul öncesi öğretmenleri okul öncesi masal hikaye

Kaynakça

  • Agosto, D. E. (2016). Why storytelling matters: unveiling the literacy benefits of storytelling. Children and Libraries, 14(2), 21-26. https://doi.org/10.5860/cal.14n2.21
  • Ahmed, M., Inam, D., & Saif, J. (2022). Effect of Storytelling on Listening Skills and Vocabulary of Preschool Children. Journal of Early Childhood Care and Education, 5(2), 13-30. https://doi.org/10.30971/jecce.v5i2.1297
  • Amel, A., Rahnamaei, H., & Hashemi, Z. (2023). Play therapy and storytelling intervention on children’s social skills with attention deficit-hyperactivity disorder. Journal of Education and Health Promotion, 12(317), 1-7. https://doi.org/10.4103/jehp.jehp_1104_22
  • Aminimanesh, A., Ghazavi, Z., & Mehrabi, T. (2019). Effectiveness of the puppet show and storytelling methods on children’s behavioral problems. Iranian Journal of Nursing and Midwifery Research, 24(1), 61-65. https://doi.org/10.4103/ijnmr.IJNMR_115_15
  • Arıcı, A. (2008). Eğitimde masalın yeri. İlköğretmen Dergisi, 17, 6-9.
  • Arnold, D., Fisher, P., Doctoroff, G., & Dobbs, J. (2002). Accelerating math development in Head Start classrooms. Journal of Educational Psychology, 94(4), 762-770. https://doi.org/10.1037/0022-0663.94.4.762
  • Aydemir, B. (2021). Gelenekselden çağdaş olana Türk hikâye anlatıcılığında temel motivasyonlar (Model anlatıcılar ışığında). IBAD Sosyal Bilimler Dergisi, (10), 370-387. https://doi.org/10.21733/ibad.883565
  • Aydın, H. (2023). Okul öncesi eğitimde masal anlatımına ilişkin öğretmen görüşlerinin incelenmesi. Elektronik Dil ve Eğitim Dergisi, 4(1), 1-12.
  • Bakırcı, N. (2022). Çocuk eğitiminde hayvan masallarının işlevi. Türük Uluslararası Dil, Edebiyat ve Halkbilimi Araştırmaları Dergisi, 29, 1-15. https://doi.org/10.12992/TURUK1214
  • Bawono, Y., Febriana, K., & Setyaningsih, S. (2022). Storytelling: An Effort to Reduce Aggressiveness Madurese Pre-School Children. Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta, 5(1), 394-406. https://doi.org/10.22441/biopsikososial.v5i1.14570
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz Ş., ve Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
  • Christensen, L. B., Johnson, R. B., ve Turner, L. A. (2015). Araştırma yöntemleri: desen ve analiz. (A. Aypay Çev. Ed.). Anı Yayıncılık.
  • Collins, F. (1999). The use of traditional storytelling in education to the learning of literacy skills. Early Child Development and Care, 152(1), 77-108. https://doi.org/10.1080/0300443991520106
  • Dadashzade, E., Ziaei, M. A., & Pourasad, A.-H. (2022). The effectiveness of storytelling on decision-making of preschool children. Technium Social Sciences Journal, 35(1), 50-57. https://doi.org/10.47577/tssj.v35i1.7307
  • Davim, M. V. C., Davim, R. M. B., & Silva, D. C. (2016). Reflective analysis of the importance in the act of storytelling in early childhood education. Journal of Nursing UFPE/Revista De Enfermagem UFPE, 10(12), 4664-4671. https://doi.org/10.5205/reuol.9978-88449-6-ED1012201630
  • Dede, A. (2017). Hadi masal anlatalım. Taze Kitap.
  • Eisen, S., Taggart, J., & Lillard, A. (2022). Children prefer familiar fantasy, but not anthropomorphism, in their storybooks. Journal of Cognition and Development, 24(1), 129-141. https://doi.org/10.1080/15248372.2022.2144317
  • Erickson, E. (2018). Effects of storytelling on emotional development [Unpublished master thesis]. St. Catherine University.
  • Farantika, D., Shofwan, A. M., & Purwaningrum, D. (2022). The benefits and purpose of storytelling for early childhood education. Jurnal Sinda, 2(2), 122-129. https://doi.org/10.28926/sinda.v2i2
  • Frude, N., & Killick, S. (2011). Family storytelling and the attachment relationship. Psychodynamic Practice, 17(4), 441-455. https://doi.org/10.1080/14753634.2011.609025
  • Gayatri, S., Ariastuti, I., Rahayu, R., & Yuhandri. Y. (2023). Instilling children’s characters through storytelling methods in preschool education. Sawerigading, 29(2), 205-221. https://doi.org/10.26499/sawer.v29i2.1268
  • Gregor, M. E. (2010). Storytelling in the Home, School, and Library, 1890-1920 [Unpublished doctoral dissertation]. University of Oregon.
  • Gülcan, C. (2021). Nitel bir veri toplama aracı: Odak (focus) grup tekniğinin uygulanışı ve geçerliliği üzerine bir çalışma. Mersin Üniversitesi Sosyal Bilimler Enstitüsü e-Dergisi, 4(2), 94-108. https://doi.org/10.5205/reuol.9978-88449-6-ED1012201630
  • Gürel, E., & Tığlı, Ö. (2014). New world created by social media: Transmedia storytelling. Journal of Media Critiques, 1(1), 35-65.
  • Hayes, S. (2015). Examining Ritual in a Reggio-Inspired Preschool. Journal of Inquiry and Action in Education, 6(2), 38-52. https://digitalcommons.buffalostate.edu/jiae/vol6/iss2/3
  • Hester, S., & Francis, D. (1995). Words and pictures: Collaborative storytelling in a primary classroom. Research in Education, 53(1), 65-88. https://doi.org/10.1177/003452379505300107
  • Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163. https://doi.org/10.1023/b:ecej.0000048967.94189.a3
  • Kampeza, M., & Delserieys, A. (2019). Approaching change of state in early childhood education: the design of a teaching intervention based on storytelling. Educational Journal of the University of Patras UNESCO Chair, 6(1), 89-98. https://doi.org/10.26220/une.2955
  • Karatay, H. (2007). Dil edinimi ve değer öğretimi sürecinde masalın önemi ve işlevi. Türk Eğitim Bilimleri Dergisi, 5(3), 463-477.
  • Kayılı, G., & Erdal, Z. (2021). Children’s problem solving skills: Does drama based storytelling method work?. Journal of Early Childhood Research, 2(1), 43-57. https://doi.org/10.37291/2717638X.20212164
  • Kepez, B. S. (2020). Yaşayan geleneksel ve modern masal anlatıcıları: Bağlamsal kurama göre çözümleme [Yayımlanmamış yüksek lisans tezi]. Ankara Hacı Bayram Veli Üniversitesi.
  • Köken, C. (2018). 48-60 aylık çocukların hikâye anlatım teknikleri kullanılarak hikâyeyi hatırlama becerilerinin değerlendirilmesi [Yayınlanmamış yüksek lisans tezi], Marmara Üniversitesi.
  • Kumari, A., & Yadav, R. (2017). Developing relationship skills among students: Role of storytelling. Educational Quest: An International Journal of Education and Applied Social Sciences, 8(3), 447-451. https://doi.org/10.5958/2230-7311.2017.00091.5
  • Kuyvenhoven, J. C. (2005). In the presence of each other: A pedagogy of storytelling [Unpublished doctoral dissertation]. University of British Columbia.
  • Kuyvenhoven, J. C. (2007). “What happens inside your head when you are listening to a story?” Children talk about their experience during a storytelling. Storytelling, Self, Society, 3(2), 95-114. https://doi.org/10.1080/15505340701282755
  • Leinhardt, G., Weidman, C., & Hammond, K. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17(2), 135-176. https://doi.org/10.1080/03626784.1987.11075284
  • Lenox, M. F. (2000). Storytelling for young children in a multicultural world. Early Childhood Education Journal, 28(2), 97-102. https://doi.org/10.1023/A:1009599320835
  • Lewis, B. A. (2021). Social emotional stories: Lessons and learning from plants and animals. Free Spirit Publishing.
  • Massey, S. L. (2003). Teacher–child conversation in the preschool classroom. Early Childhood Education Journal, 31(4), 227-231. https://doi.org/10.1023/B:ECEJ.0000024113.69141.23
  • Maureen, I. Y., van der Meij, H., & de Jong, T. (2018). Supporting literacy and digital literacy development in early childhood education using storytelling activities. International Journal of Early Childhood, 50(3), 371-389. https://doi.org/10.1007/s13158-018-0230-z
  • McCrindle, C., & Odendaal, J. (1994). Animals in books used for preschool children. Anthrozoos, 7(2), 135-146. https://doi.org/10.2752/089279394787001998
  • Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber (Çev. Ed. Selahattin Turan,). Nobel Akademik Yayıncılık. (Orijinal eser 2009’da yayımlandı)
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2nd ed). Sage.
  • Miller, S., & Pennycuff, L. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43. http://wmpeople.wm.edu/asset/index/mxtsch/storytelling
  • Mitchell, M. (2010). Learning about ourselves through fairy tales: Their psychological value. Psychological Perspectives, 53(3), 264-279. https://doi.org/10.1080/00332925.2010.501212
  • Okam, C. L. (2021). On children: A study of storytelling, affective education and child’s respect. In E. Dąbrowa and A. Odrowąż-Coates (Eds.), Education and the Challenges of the Multicultural World (pp. 75-92). Maria Grzegorzewska University Press.
  • O’Neill, B. E. (2008). Storytelling and creative drama: A dynamic approach to inclusive early childhood education [Unpublished doctoral dissertation]. Columbia University.
  • Oruç, Ş., ve Çağır, S. (2020). Masal anlatıcılarına göre masal anlatıcılarında olması gereken özellikler. Journal of Human and Social Sciences, 3(2), 707-723.
  • Phillips, L. G. (2000). Storytelling: The seeds of children’s creativity. Australasian journal of early childhood, 25(3), 1-5. https://doi.org/10.1177/183693910002500302
  • Phillips, L. G. (2010). Young Children’s active citizenship: storytelling, stories and social actions [Unpublished doctoral dissertation]. Queensland University of Technology.
  • Polletta, F., Chen, P. C. B., Gardner, B. G., & Motes, A. (2011). The sociology of storytelling. Annual review of sociology, 37(1), 109-130. https://doi.org/10.1146/annurev-soc-081309-150106
  • Propp, V. (2001). Masalın biçim bilimi. (Çev. Mehmet Rifat-Sema Rifat). Om Yayınları. (Orijinal eser 1954›te yayımlandı)
  • Rafiola, R. H., Anggraini, D., & Sari, V. N. (2022). The effectiveness of storytelling method to increase language development in early childhood. Journal of Early Childhood Education, 7(3), 461-471. https://doi.org/10.26618/jed.v7i3.8140
  • Ramsden, A., & Hollingsworth, S. (2018). Hikâye anlatma sanatı. İletişim Yayınları.
  • Roca, M., & Vicol, M. (2022). The impact of storytelling on the preschoolers’ psycho-emotional development. Revista Românească pentru Educaţie Multidimensională, 14(4Sup1), 217-233. https://doi.org/10.18662/rrem/14.4Sup1/668
  • Salmon, A. (2010). Engaging young children in thinking routines. Childhood Education, 86(3), 132-137. https://doi.org/10.1080/00094056.2010.10523133
  • Sari, A., & Hermansyah, H. (2022). The effect of teacher communication through storytelling method on the creativity level of kindergarten students in bekasi city. International Journal of Emerging Issues in Early Childhood Education, 4(1), 29–41. https://doi.org/10.31098/ijeiece.v4i1.883
  • Scully, P., & Howell, J. (2008). Using rituals and traditions to create classroom community for children, teachers, and parents. Early Childhood Education Journal, 36, 261-266. https://doi.org/10.1007/S10643-008-0279-7
  • Sekarini, A. R., Galleryzki, A. R., Miranda, I. P., & Lestari, D. A. (2023). Story telling and playing stacking blocks effective in reducing children anxiety in early childhood education. South Asian Research Journal of Nursing and Healthcare, 5(5), 61-64. https://doi.org/10.36346/sarjnhc.2023.v05i05.001
  • Simeonova-Ingilizova, M. (2023). The Educational Role of Fairy Tales in Preschool (6-7 Year Old). Pedagogical Forum, 2, 42-55. https://doi.org/10.15547/pf.2023.013
  • Smyth, J. (2005). Storytelling with young children. Early Childhood Australia Inc. https://eric.ed.gov/?id=ED488942
  • Sturm, B. W. (1999). The enchanted imagination: Storytelling’s power to entrance listeners. School Library Media Research, 2(6), 1-21.
  • Sugiyama, M. (2008). Information is the stuff of narrative. Style, 42(2-3), 254-260. https://www.jstor.org/stable/10.5325/style.42.2-3.254
  • Şahin, M. (2011). Masalların çocuk gelişimine etkilerinin öğretmen görüşleri açısından incelenmesi. Millî Folklor, 23(89), 208-219.
  • Tassopoulou, E. (2017). Impact of storytelling on school readiness and socio emotional development of preschool age children [Unpublished doctoral dissertation]. University of Bolton. The National Storytelling Network (n.d.). What is Storytelling? https://storynet.org/what-is-storytelling/
  • Treewong, P. (2023). Fairy tales and promotion of early childhood development. Rajabhat Chiang Mai Research Journal, 24(3), 105-113. https://doi.org/10.57260/rcmrj.2023.264131
  • Tsitsani, P., Psyllidou, S., Batzios, S., Livas, S., Ouranos, M., & Cassimos, D. (2012). Fairy tales: A compass for children’s healthy development a qualitative study in a Greek island. Child: care, health and development, 38(2), 266-72. https://doi.org/10.1111/j.1365-2214.2011.01216.x
  • Türk Dil Kurumu. (2023). Türkçe Sözlük. https://sozluk.gov.tr/ (Erişim tarihi: 27 Temmuz 2024).
  • Uç, Z., ve Tuncel, İ. (2022). Okul öncesi eğitimde Anadolu masal anlatıcılığının kullanılmasına ilişkin öğretmen görüşleri. Millî Eğitim, 53 (242), 1085-1112. https://doi.org/10.37669/milliegitim.1230587
  • Vučković, D. (2018). A fairy tale (R)evolution: The value and the critical reading of fairy tales in the contemporary educational context. History of Education and Children’s Literature, 13(2), 309-336.
  • Warsih, & Maulidaty, I. E. (2021). The effect of storytelling methods on the ability of owning early children. Literasi Nusantara, 1(2), 111-127. http://journal.citradharma.org/index.php/literasinusantara/article/view/77
  • Wendelin, K. (1980). Taking Stock of Children’s Preferences in Humorous Literature. Reading Psychology, 2(1), 34-42. https://doi.org/10.1080/0270271800020107
  • Wright, A. (1995). Storytelling with children. Oxford University Press.
  • Wulandari, M. D. (2016). Storytelling method as the child friendly school implementation. In E. Dąbrowa and A. Odrowąż-Coates (Eds.), The first international conference on child - friendly education (pp. 141-147). Universitas Muhammadiyah Surakarta. http://hdl.handle.net/11617/7205
  • Xiao, M., Amzah, F., & Rong, W. (2023). Experience of beauty: Valuing emotional engagement and collaboration in teacher-child storytelling activities. International Journal of Learning, Teaching and Educational Research, 22(2), 165-187. https://doi.org/10.26803/ijlter.22.2.10
  • Yıldırım, A., ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. Baskı). Seçkin Yayıncılık.
  • Yılmaz, A. (2012). Çocuk eğitiminde masalın yeri (Binbir gece masalları örneği). Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 2012(25), 299-306.
  • Zehetner, A. (2013). Why fairy tales are still relevant to today’s children. Journal of paediatrics and child health, 49(2), 161-162. https://doi.org/10.1111/jpc.12080
  • Zhang, C., & Quinn, M. (2018). Promoting Early Writing Skills through Morning Meeting Routines: Guidelines for Best Practices. Early Childhood Education Journal, 46, 547-556. https://doi.org/10.1007/S10643-017-0886-2
  • Zipes, J. (2012). The irresistible fairy tale: The cultural and social history of a genre. Princeton University Press. https://doi.org/10.1515/9781400841820
Toplam 80 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Okul Öncesi Eğitim
Bölüm Araştırma Makalesi
Yazarlar

Merve Arabacı 0000-0002-9837-3950

Yasemin Aydoğan 0000-0002-9802-7820

Yayımlanma Tarihi 1 Mayıs 2025
Gönderilme Tarihi 9 Ekim 2024
Kabul Tarihi 10 Ocak 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 54 Sayı: 246

Kaynak Göster

APA Arabacı, M., & Aydoğan, Y. (2025). Okul Öncesi Dönemde Masal Anlatıcılığı: Öğretmen Görüşleri ve Uygulama Deneyimleri. Milli Eğitim Dergisi, 54(246), 1109-1146. https://doi.org/10.37669/milliegitim.1564173
 Kapak Resmi İndir