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Using Inclusive Picture Books in Early Childhood Settings

Yıl 2022, Cilt: 2 Sayı: 1, 60 - 73, 31.05.2022

Esma Eroğlu

https://doi.org/10.55008/te-ad.1086885

Öz

The term inclusive in education means to include all children who may be excluded from participating and learning in the classroom for any reasons such as, their special needs, gender, language, religion, race, socio-economic level or illness. Inclusive early childhood education programs, educational environments and the educators’ understanding of children’s cultural, linguistic or individual experiences make a difference in all children’s development. For this reason, how to enrich educational environments with an inclusive perspective has been an important research topic in recent years. Children’s picture books, which enable children to better understand themselves and others by examining the lives and experiences of other people, are one of the most important factors in the formation of their first perceptions about individual differences. Therefore, in this review, while we examine the features of inclusive children’s picture books and how to use them in educational environments; inclusion is discussed in the context of children with special needs, children from different cultures and gender equality.

Anahtar Kelimeler

Inculisive children literature inculisive education gender equality cultural diversity

Kaynakça

  • Acarlar, F. (2013). Kaynaştırma modeli ve özel gereksinimli çocukların özellikleri. B. Sucuoğlu ve H. Bakkaloğlu (Ed). Okul öncesinde kaynaştırma öğretmen eğitimi içinde (s. 21-74). Ankara: Kök Yayıncılık.
  • Adam, H. ve Harper, L. J. (2021). Gender equity in early childhood picture books: a cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States. The Australian Educational Researcher. doi: 10.1007/s13384-021-00494-0
  • Anderson, D. A. ve Hamilton, M. (2005). Gender role stereotyping of parents in children’s picture books: The invisible father. Sex Roles, 52 (3/4), 145-151. doi: 10.1007/s11199-005-1290-8
  • Arıkan, A., Tomris, G., Yılmaz Bursa, G. ve Tuna, D. M. (2021). Özel gereksinimli bireylere yönelik farkındalık geliştirmede okul öncesi çocuk kitaplarımız nitelikli mi? Ana Dili Eğitimi Dergisi, 9(1), 19-44.
  • Bahçeli Kahraman, P. ve Özdemir, H. (2019). Resimli çocuk kitaplarının toplumsal cinsiyet rolleri açısından incelenmesi. Akdeniz Eğitim Araştırmaları Dergisi, 13(27) 64-85. Doi: 10.29329/mjer.2019.185.4
  • Barratt-Pugh, C. ve Rohl, M. (2000). Literacy learning in the early years. Australia: Allen & Unwin.
  • Beckett, A., Ellison, N., Barrett, S. ve Shah, S. (2010). ‘Away with the fairies?’ Disability within primary-age children’s literature. Disability & Society, 25 (3), 373–386. doi: 10.1080/09687591003701355
  • Bem, S.L. (1983). Gender schema theory and its implications for child development: raising gender-aschematic children in a gender-schematic society. Journal of Women in Culture and Society, 8 (4), 598-616.
  • Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S. ve Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241–248. Doi: 10.1007/s10643-017-0839-9
  • Bianquin, N. ve Sacchi, F. (2017). More than just pictures: using picture books to broaden young learners’ disability understanding. Proceedings, 1, 890. doi: 10.3390/proceedings1090890
  • Bishop, R.S. (1992). Multicultural literature for children: Making informed choices. In V.J. Harris (Ed.), Teaching multicultural literature in grades K–8 (pp. 37–54). Norwood, MA: Christopher-Gordon.
  • Bland, C.M. ve Gann, L. A. (2013). From standing out to being just one of the gang: guidelines for selecting ınclusive picture books. Childhood Education, 89 (4), 254–59. Doi: 10.1080/00094056.2013.815555
  • Blaska, J.K. (2003). Using children's literature to learn about disabilities and illnes: For parents and professionals working with young children (2th edition). New York: Educator's International Press.
  • Botelho, M.J. ve Rudman, M.K. (2009). Critical multicultural analysis of children’s literature: Mirrors, windows, and doors. New York: Routledge.
  • Cai, M. (2002). Multicultural literature for children and young adults: Reflections on critical issues. Connecticut, USA: Greenwood Press.
  • Callow, J. (2017). “Nobody spoke like i did”: Picture books, critical literacy, and global contexts. The Reading Teacher, 71(2), 231-237. doi:10.1002/trtr.1626
  • Cole, E.M. ve Valentine, D.P. (2000). Multiethnic children portrayed in children’s picture book. Child and Adolescent Social Work Journal, 17 (4), 305-317.
  • Creany, A. D., Couch, R. A. ve Caropreso, E. J. (1993). Representation of culture in children's picture books. Clarion, PA: Clarion University.
  • Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, D.C.: National Association for the Education of Young Children.
  • Derman-Sparks, L., ve Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.
  • Diekman, A.B. ve Murnen, S.K. (2004). Learning to be little women and little men: The inequitable gender equality of nonsexist Children’s literature. Sex Roles, 50 (5), 373-385. doi: 10.1023/B:SERS.0000018892.26527.ea
  • Dyches, T. T. ve Prater, M. A. (2005). Characterization of developmental disability in children's fiction. Education and Training in Developmental Disabilities, 40(3), 202-216.
  • Erdoğan, F. K. ve Baş, S. (2018). Özel gereksinimli birey farkındalığının 4-6 yaş çocuklarına kazandırılması. Yaratıcı Drama Dergisi, 13(1), 101-114. Doi: 10.21612/yader.2018.007
  • Essa, E.L. (2002). Introduction to early childhood education. Annotated Student's Edition (4th Edition).
  • Feyman Gök, N. ve Mülayim, B. ve (2021). Resı̇mlı̇ çocuk kı̇taplarında kapsayıcı eğı̇tı̇m ögelerı̇nı̇n ı̇ncelenmesı̇. Uygulamada Eğitim ve Yönetim Bilimleri Dergisi, 1(1), 63- 78.
  • Filipovic, K. (2018). Gender representation in children’s books: Case of an early childhood setting. Journal Of Research In Chıldhood Education, 32(3), 310–325 doi: 10.1080/02568543.2018.1464086
  • Frawley, T. J. (2008). Gender schema and prejudicial recall: How children misremember, fabricate, and distort gendered picture book ınformation. Journal of Research in Childhood Education, 22(3), 291-303. Doi: 10.1080/02568540809594628
  • Gaffney, M., ve Wilkins, J. (2016). Selecting picture books featuring characters with autism spectrum disorder: recommendations for teachers. Internatıonal Journal of Inclusıve Educatıon, 20(10), 1024–1031. doi: 10.1080/13603116.2016.1145262
  • Gollnick, D. M. ve Chinn, P.C. (2017). Multicultural education in a pluralistic society (10th Edition). Boston: Pearson.
  • Golos, D. ve Moses, A. M. (2011). Representations of deaf characters in children’s picture books. American Annals of the Deaf, 156 (3), 270–282.
  • Gonen, M., Dursun, A., Topcu Bılır, Z., Tarman, I. ve Nur, I. (2015). A study on the depiction of disability in illustrated story books. Revista de cercetare [i interven]ie sociala, 50, 275-292.
  • Hamilton, M.C., Anderson, D., Broaddus, M. ve Young, K. (2006). Gender stereotyping and Under-representation of female characters in 200 popular children’s picture books: A twenty-first century update. Sex Roles, 55, 757–765. doi: 10.1007/s11199-006-9128-6
  • Harper, L. J., & Brand, S. T. (2010). More alike than different: Promoting respect through multicultural books and literacy strategies. Childhood Education, 86, 224–233.
  • Hayden, H. E. Ve Prince, A. M. T. (2020). Disrupting ableism: Strengths-based representations of disability in children’s picture books. Journal of Early Childhood Literacy, 0(0), 1-26. Doi: 10.1177/1468798420981751
  • Husband, T. (2019). Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms. Urban Education, 54(8) 1058-1084. Doi: 10.1177/0042085918805145
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Kapsayıcı Resimli Çocuk Kitaplarının Okul Öncesi Eğitimde Kullanılması

Yıl 2022, Cilt: 2 Sayı: 1, 60 - 73, 31.05.2022

Esma Eroğlu

https://doi.org/10.55008/te-ad.1086885

Öz

Eğitimde kapsayıcı terimi özel gereksinim, cinsiyet, dil, din, etnik köken, sosyo-ekonomik düzey, hastalık gibi herhangi bir nedenden dolayı eğitime dahil olamayan veya dahil olduğu halde sınıftaki öğrenme süreçlerine katılmayan tüm çocukları eğitim ve öğrenme süreçlerine dahil etmek anlamında kullanılmaktadır. Erken çocukluk eğitimi programlarının ve eğitim ortamlarının kapsayıcı olması ve eğitimcilerin çocukların kültürel, dilsel ya da bireysel deneyimlerini anlaması tüm çocukların gelişiminde fark yaratmaktadır. Bu nedenle son yıllarda kapsayıcı bir bakış açısıyla eğitim ortamlarının nasıl zenginleştirileceği önemli bir araştırma konusu olmuştur. Çocukların başka insanların yaşamlarını ve deneyimlerini inceleyerek kendilerini ve başkalarını daha iyi anlamalarını sağlayan resimli çocuk kitapları ise bireysel farklılıklara ilişkin ilk algılarının oluşmasında eğitim ortamlarındaki en önemli faktörlerden biri görülmektedir. Bu nedenle bu derlemede, erken çocukluk döneminde kullanılan kapsayıcı resimli çocuk kitaplarının özellikleri ve eğitim ortamlarında nasıl kullanılacağı incelenirken; kapsayıcılık özel gereksinimli çocuklar, farklı kültürlerden gelen çocuklar ve toplumsal cinsiyet eşitliği bağlamında ele alınmıştır.

Anahtar Kelimeler

Kültürel çeşitlilik Kapsayıcı çocuk edebiyatı Kapsayıcı eğitim Toplumsal cinsiyet eşitliliği

Kaynakça

  • Acarlar, F. (2013). Kaynaştırma modeli ve özel gereksinimli çocukların özellikleri. B. Sucuoğlu ve H. Bakkaloğlu (Ed). Okul öncesinde kaynaştırma öğretmen eğitimi içinde (s. 21-74). Ankara: Kök Yayıncılık.
  • Adam, H. ve Harper, L. J. (2021). Gender equity in early childhood picture books: a cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States. The Australian Educational Researcher. doi: 10.1007/s13384-021-00494-0
  • Anderson, D. A. ve Hamilton, M. (2005). Gender role stereotyping of parents in children’s picture books: The invisible father. Sex Roles, 52 (3/4), 145-151. doi: 10.1007/s11199-005-1290-8
  • Arıkan, A., Tomris, G., Yılmaz Bursa, G. ve Tuna, D. M. (2021). Özel gereksinimli bireylere yönelik farkındalık geliştirmede okul öncesi çocuk kitaplarımız nitelikli mi? Ana Dili Eğitimi Dergisi, 9(1), 19-44.
  • Bahçeli Kahraman, P. ve Özdemir, H. (2019). Resimli çocuk kitaplarının toplumsal cinsiyet rolleri açısından incelenmesi. Akdeniz Eğitim Araştırmaları Dergisi, 13(27) 64-85. Doi: 10.29329/mjer.2019.185.4
  • Barratt-Pugh, C. ve Rohl, M. (2000). Literacy learning in the early years. Australia: Allen & Unwin.
  • Beckett, A., Ellison, N., Barrett, S. ve Shah, S. (2010). ‘Away with the fairies?’ Disability within primary-age children’s literature. Disability & Society, 25 (3), 373–386. doi: 10.1080/09687591003701355
  • Bem, S.L. (1983). Gender schema theory and its implications for child development: raising gender-aschematic children in a gender-schematic society. Journal of Women in Culture and Society, 8 (4), 598-616.
  • Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S. ve Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241–248. Doi: 10.1007/s10643-017-0839-9
  • Bianquin, N. ve Sacchi, F. (2017). More than just pictures: using picture books to broaden young learners’ disability understanding. Proceedings, 1, 890. doi: 10.3390/proceedings1090890
  • Bishop, R.S. (1992). Multicultural literature for children: Making informed choices. In V.J. Harris (Ed.), Teaching multicultural literature in grades K–8 (pp. 37–54). Norwood, MA: Christopher-Gordon.
  • Bland, C.M. ve Gann, L. A. (2013). From standing out to being just one of the gang: guidelines for selecting ınclusive picture books. Childhood Education, 89 (4), 254–59. Doi: 10.1080/00094056.2013.815555
  • Blaska, J.K. (2003). Using children's literature to learn about disabilities and illnes: For parents and professionals working with young children (2th edition). New York: Educator's International Press.
  • Botelho, M.J. ve Rudman, M.K. (2009). Critical multicultural analysis of children’s literature: Mirrors, windows, and doors. New York: Routledge.
  • Cai, M. (2002). Multicultural literature for children and young adults: Reflections on critical issues. Connecticut, USA: Greenwood Press.
  • Callow, J. (2017). “Nobody spoke like i did”: Picture books, critical literacy, and global contexts. The Reading Teacher, 71(2), 231-237. doi:10.1002/trtr.1626
  • Cole, E.M. ve Valentine, D.P. (2000). Multiethnic children portrayed in children’s picture book. Child and Adolescent Social Work Journal, 17 (4), 305-317.
  • Creany, A. D., Couch, R. A. ve Caropreso, E. J. (1993). Representation of culture in children's picture books. Clarion, PA: Clarion University.
  • Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, D.C.: National Association for the Education of Young Children.
  • Derman-Sparks, L., ve Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.
  • Diekman, A.B. ve Murnen, S.K. (2004). Learning to be little women and little men: The inequitable gender equality of nonsexist Children’s literature. Sex Roles, 50 (5), 373-385. doi: 10.1023/B:SERS.0000018892.26527.ea
  • Dyches, T. T. ve Prater, M. A. (2005). Characterization of developmental disability in children's fiction. Education and Training in Developmental Disabilities, 40(3), 202-216.
  • Erdoğan, F. K. ve Baş, S. (2018). Özel gereksinimli birey farkındalığının 4-6 yaş çocuklarına kazandırılması. Yaratıcı Drama Dergisi, 13(1), 101-114. Doi: 10.21612/yader.2018.007
  • Essa, E.L. (2002). Introduction to early childhood education. Annotated Student's Edition (4th Edition).
  • Feyman Gök, N. ve Mülayim, B. ve (2021). Resı̇mlı̇ çocuk kı̇taplarında kapsayıcı eğı̇tı̇m ögelerı̇nı̇n ı̇ncelenmesı̇. Uygulamada Eğitim ve Yönetim Bilimleri Dergisi, 1(1), 63- 78.
  • Filipovic, K. (2018). Gender representation in children’s books: Case of an early childhood setting. Journal Of Research In Chıldhood Education, 32(3), 310–325 doi: 10.1080/02568543.2018.1464086
  • Frawley, T. J. (2008). Gender schema and prejudicial recall: How children misremember, fabricate, and distort gendered picture book ınformation. Journal of Research in Childhood Education, 22(3), 291-303. Doi: 10.1080/02568540809594628
  • Gaffney, M., ve Wilkins, J. (2016). Selecting picture books featuring characters with autism spectrum disorder: recommendations for teachers. Internatıonal Journal of Inclusıve Educatıon, 20(10), 1024–1031. doi: 10.1080/13603116.2016.1145262
  • Gollnick, D. M. ve Chinn, P.C. (2017). Multicultural education in a pluralistic society (10th Edition). Boston: Pearson.
  • Golos, D. ve Moses, A. M. (2011). Representations of deaf characters in children’s picture books. American Annals of the Deaf, 156 (3), 270–282.
  • Gonen, M., Dursun, A., Topcu Bılır, Z., Tarman, I. ve Nur, I. (2015). A study on the depiction of disability in illustrated story books. Revista de cercetare [i interven]ie sociala, 50, 275-292.
  • Hamilton, M.C., Anderson, D., Broaddus, M. ve Young, K. (2006). Gender stereotyping and Under-representation of female characters in 200 popular children’s picture books: A twenty-first century update. Sex Roles, 55, 757–765. doi: 10.1007/s11199-006-9128-6
  • Harper, L. J., & Brand, S. T. (2010). More alike than different: Promoting respect through multicultural books and literacy strategies. Childhood Education, 86, 224–233.
  • Hayden, H. E. Ve Prince, A. M. T. (2020). Disrupting ableism: Strengths-based representations of disability in children’s picture books. Journal of Early Childhood Literacy, 0(0), 1-26. Doi: 10.1177/1468798420981751
  • Husband, T. (2019). Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms. Urban Education, 54(8) 1058-1084. Doi: 10.1177/0042085918805145
  • Hyde, J.S. ve Delamater, J.D. (2011). Understanding human sexuality (11th ed.). New York: McGraw-Hill.
  • Kabakuşak, D. (2018). Kültürel çeşitliliğin yönetim modelleri üzerine bir inceleme: İltica ve göç ulusal eylem planı. Sosyoloji Araştırmaları Dergisi, 21 (1), 102-130.
  • Kaymaz, Ç. (2017). Özel gereksinimliliği içeren Türkçe ve çeviri resimli çocuk kitaplarının incelenmesi (Yüksek Lisans Tezi). Hacettepe Üniversitesi, Ankara.
  • Kemple, K. M. (2004). Let’s be friends: Peer competence and social inclusion in early childhood programs. London: Teachers College Press.
  • Kırkgöz, S. ve Diken, İ. (2019). Özel gereksinimli kahramanı bulunan resimli çocuk kitaplarının incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 3(2), 493-513. doi: 10.24130/eccd-jecs.1967201932175
  • Kleekamp, M. C. ve Zapata, A. (2018). Interrogating depictions of disability in children’s picturebooks. The Reading Teacher, 72 (5), 589-597. doi:10.1002/trtr.1766
  • Klefstad, J. M., & Martinez, K. C. (2013). Promoting young children’s cultural awareness and appreciation through multicultural books. YC Young Children, 68(5), 74–78.
  • Klein, M.D., Cook, R.E. ve Richardson-Gibbs, A.M. (2001). Strategies for includıng children with special needs in early childhood settings. USA: Delmar.
  • Koc, K., Koc, Y. ve Ozdemir, S. (2010). The portrayals of individuals wıth physical and sensory impairments in picture books. International Journal of Special Education, 25 (1), 145-161.
  • Kortenhaus, C. M. ve Demarest, J. (1993). Gender Role Stereotyping in Children's Literature: An Update. Sex Roles, 28 (3/4), 219-232. doi: 10.1007/BF00299282
  • Koss, M. D. (2015). Diversity in contemporary picturebooks: A content analysis. Journal of Children’s Literature, 41(1), 32–42.
  • Kruse, G. M. (1992). No single season: Multicultural literature for all children. Wilson Library Bulletin, 66, 30-33.
  • Leininger, M., Dyches, T.T., Prater, M.A. ve Heath, M.A. (2010). Newbery award winning books 1975–2009: How do they portray disabilities? Education and Training in Autism and Developmental Disabilities, 45(4), 583– 596.
  • Lian, F., Zhang, Z., Ma, W., Wang, M. ve Lin, Y. (2020). Improving typically developing children’s acceptance toward children with autism via teaching with picture books. International Journal of Developmental Disabilities. Ahead-of-Print, 1-11. Doi: 10.1080/20473869.2020.1786325
  • Liben, L.S., Bigler, R.S. ve Krough, H.R. (2001). Pink and blue-collar jobs: children’s judgments of job status and job aspirations in relation to sex of worker. Journal of Experimental Child Psychology, 79, 346–363. doi:10.1006/jecp.2000.2611
  • Lynch-Brown, G. ve Tomlinson, C.M. (1999). Essentials of children's literature. United States of America, Boston: Allyn and Bacon.
  • Makin, L. ve Whitehead, M. (2004). How to develop children’s early literacy. London: Paul Chapman Publishing.
  • Martin, C. L. ve Halverson, C.F. (1981). A schematic processing model of sex typing and stereotyping in children. Child Development, 52 (4), 1119-1134. doi:10.2307/1129498
  • McCabe, J., Fairchild, E., Grauerholz, L., Pescosolido, B. A. ve Tope, D. (2011). Gender in twentieth-century children’s books: Patterns of disparity in titles and central characters. Gender & Society, 25(2), 197–226. doi:10.1177/ 0891243211398358
  • Meis, J. (n.d). Gender issues in children’s literature issues paper. http://employment.education.uiowa.edu/meis/07es182folder/Gender%20issues%20in%20childrens%20literature.pdf adresinden 10 Eylül 2021 tarihinde alınmıştır.
  • Mendoza, J. ve Reese, D. (2001). Examining multicultural picture books for the early childhood classroom: Possibilities and pitfalls. Early Childhood Research and Practice, 3(2).
  • Miller, L. ve Budd, J. (1999). The development of occupational sex‐role stereotypes, occupational preferences and academic subject preferences in children at ages 8, 12 and 16. Educational Psychology, 19 (1), 17-35. doi: 10.1080/0144341990190102
  • Millî Eğitim Bakanlığı [MEB]. (2006). Özel eğitim hizmetleri yönetmeliği. Resmî Gazete. 31.05.2006 /26184.
  • Mosely, J. J. (1997). Multicultural diversity of children’s picture books: Robert Fulton Elementary School Library (Yüksek lisans tezi). https://files.eric.ed.gov/fulltext/ED413926.pdf adresinden 7 Ocak 2022 tarihinde alınmıştır.
  • Nasatir, D. ve Horn, E. (2003). Addressing disability as a part of diversity through classroom children’s literature. Young Exceptional Children, 6(4), 2-10.
  • National Association for the Education of Young Children [NAEYC], (2009). Position statement: NAEYC standards for early childhood professional preparation. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf adresinden 10 Eylül 2021 tarihinde alınmıştır.
  • National Union of Teachers [NUT], (2013). Stereotypes stop you doing stuff: Challenging gender stereotypes through primary education. http://www.teachers.org.uk/files/stereotypes-stop.pdf adresinden 5 Kasım 2021 tarihinde alınmıştır.
  • Ostrosky, M.M., Mouzourou, C., Dorsey, E.A., Favazza, P.C. ve Lebouf, L.M. (2015). Pick a book, any book: Using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18, 30–43. doi: 10.1177/1096250613512666
  • Öztürk, H., Afacan, K., & Demirtaş-İlhan, S. (2022). Özel gereksinimli bireyleri konu alan okul öncesi dönem resimli öykü kitaplarının ı̇ncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(1), 1-21.
  • Pennell, A.E., Wollak, B.A. ve Koppenhaver, D.A. (2018). Respectful representations of disability in picture books. The Reading Teacher, 0 (0), 1–9. doi: 10.1002/trtr.1632
  • Pitzer, M. (2004). I can, can you? Bethesda, MD: Woodbine House.
  • Price, C.L., Ostrosky, M.M. ve Santos, R. M. (2016). Reflecting on books that include characters with disabilities. Young Children, 71(2), 30–37.
  • Rainey, A. B. ve Rust, J. O. (1999). Reducing gender stereotyping in kindergartners. Early Child Development and Care, 150, 33–42. doi: 10.1080/0300443991500103
  • Richardson-Gibbs, A. M. ve Klein, M.D. (2014). Making preschool inclusion work strategies for supporting children, teachers, and programs. USA: Paul H. Brookes Publishing Co.
  • Robinson, K.H. ve Jones Diaz, C. (2006). Diversıty and difference in early childhood education: Issues for theory and practice. New York: Open University Press.
  • Roethler, J. (1998). Reading in color: Children’s book illustrations and identity formation for Black children in the United States. African American Review, 32(1), 95–10. doi: 10.2307/3042272
  • Rolton, G. (2001). Read to me. Melbourne: Acer Press.
  • Rudman, M. (1995). Children's Literature: An issues approach. (3rd edition). White Plains, NY: Longman.
  • Sigmon, M. L., Tackett, M. E. ve Azano, A. P. (2016). Using children's picture books about autism as resources in ınclusive classrooms. The Reading Teacher, 70(1), 111-117. Doi:10.1002/trtr.1473
  • Siraj-Blatchford, I. ve Clarke, P. (2000). Supporting identity, diversity and language in the early years. Philadelphia, USA: Open University Press.
  • Thompson, L. ve Walker, A. J. (1989). Gender in families: Women and men in marriage, work, and parenthood. Journal of Marriage and Family, 51 (4), 845-871. doi: 10.2307/353201
  • United Nations Educational, Scientific and Cultural Organization [UNESCO], (2015). Embracing diversity: toolkit for creating inclusive, learning-friendly environments. https://unesdoc.unesco.org/ark:/48223/pf0000137522 adresinden 5 Ocak 2022 tarihinde alınmıştır.
  • Wall, K. (2003). Special needs and early years a practitioner’s guide. London: Paul Chapman Publishing.
  • Yoo-Lee, E., Fowler, L., Adkins, D., Kim, K.-S. ve Davis, H. N. (2014). Evaluating cultural authenticity in multicultural picture books: A collaborative analysis for diversity education. The Library Quarterly, 84(3), 324–347. doi:10.1086/676490
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Derlemeler
Yazarlar

Esma Eroğlu 0000-0001-9415-6871

Yayımlanma Tarihi 31 Mayıs 2022
Gönderilme Tarihi 12 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 2 Sayı: 1

Kaynak Göster

APA Eroğlu, E. (2022). Kapsayıcı Resimli Çocuk Kitaplarının Okul Öncesi Eğitimde Kullanılması. Temel Eğitim Araştırmaları Dergisi, 2(1), 60-73. https://doi.org/10.55008/te-ad.1086885
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