摘要：This study aims to examine the book reading and storytelling techniques that early childhood education teachers use and prefer in their Turkish language activities and their preference reasons. The participants of this basic qualitative study were ninety-one early childhood teachers who currently work in classrooms. The data were collected through the 'Storytelling and Book Reading Form' developed based on ranking judgments and analyzed using content analysis. Research findings revealed that teachers used traditional reading the most and digital reading the least in their classrooms and that children preferred digital reading the most and interactive reading was the technique that supported learning the most. Regarding storytelling techniques, the research results showed that the teachers mostly told stories using their voices (without any outside tools), and that the teachers and children preferred storytelling with puppets the most. Being fast, easy, and economical and not requiring too much preparation were among the reasons that affected teachers' preferences in selecting and using a technique.
其他摘要：Bu araştırmanın amacı erken çocukluk eğitimi öğretmenlerinin Türkçe etkinliklerinde kullandıkları ve tercih ettikleri kitap okuma/hikâye anlatma tekniklerini belirlemek ve bu tekniklerin tercih nedenlerini incelemektir. Temel nitel araştırma deseninin kul
关键词：Early childhood Education; Storytelling; Book reading; Techniques
其他关键词：Erken çocukluk eğitimi; Hikâye anlatma; Kitap okuma; Teknikler
