Bilişsel edebi yaklaşım açısından resimli öykü kitaplarındaki duygu ifadelerinin incelenmesi ve 60-72 aylık çocuklara bu duyguların yansıması
Examining the emotional expressions in the picture story books according to the cognitive literary approach and the reflection of these emotions in childen 60-72 months old

Gülsüm Hoş, Ebru Deretarla Gül
2020 Erken Çocukluk Çalışmaları Dergisi  
Bilişsel edebi yaklaşım açısından resimli öykü kitaplarındaki duygu ifadelerinin incelenmesi ve 60-72 aylık çocuklara bu duyguların yansıması Examining the emotional expressions in the picture story books according to the cognitive literary approach and the reflection of these emotions in childen 60-72 months old Öz: Araştırmanın birinci amacı, Bilişsel Edebi Yaklaşım çerçevesinde resimli öykü kitaplarındaki karakterlerin duygu ifadelerini, ikincisi ise bu duygu ifadelerinin 60-72 aylık
more » ... 60-72 aylık çocuklardaki yansımasının incelenmesidir. Birinci çalışma grubu amaçlı örnekleme yöntemiyle seçilmiş 13 resimli öykü kitabından, ikinci çalışma ise okul öncesi eğitim alan 10 çocuktan oluşmaktadır. Birinci çalışmanın verileri doküman inceleme yöntemiyle toplanmış, içerik analizi yöntemiyle analiz edilmiştir. İkinci çalışmanın verileri yarı yapılandırılmış görüşme yöntemiyle toplanmış, içerik analizi yöntemiyle analiz edilmiştir. Birinci çalışmanın sonuçları altı kitabın resimlerinin öyküdeki karakterlerin zihinsel durumlarını fark etmeye ve anlamaya olanak sağladığını göstermiştir. İkinci araştırmanın bulguları, Bilişsel Edebi Yaklaşım açısından karakterlerin duygularını iyi yansıtan kitaplarda çocukların öykü karakterleriyle kolayca empati kurabildiğini göstermiştir. Anahtar Kelimeler: Bilişsel edebi yaklaşım, Zihin okuma (Zihin Kuramı), Empati, Resimli öykü kitapları, Duygular, 60-72 aylık çocuklar Article History Abstract:The first aim of the study is to examine the emotion expressions of the characters in the picture story books in terms of Cognitive Literary Approach, and the second is to examine the reflections of these emotion expressions 60-72 months old children. The first study group consisted of 13 illustrated story books selected by purposive sampling method and the second study consisted of 10 preschool children. The data of the first study were collected by document analysis and analyzed by content analysis method. The data of the second study were collected by semi-structured interview and analyzed by content analysis method. Result of the first study showed that six picture story books allowed recognizing and understanding the mental states of the characters. Findings of the second study demonstrated that books that reflected the emotion of the characters well in terms of cognitive literary approach, children could empathize with the characters easily. Results 13 picture story books were examined in the context of the first study and four themes were reached by content analysis. These were: (1) Expressions of Emotion in Pictures in Reflecting Mind Reading and Empathy (2) Expressions of Emotion in Texts in Reflecting Mind Reading and Empathy (3) Interaction of Picture and Text in Reflecting Expressions in Mind (4) Reflection Layers in Mind Reading. In the first theme it was seen that happiness (joy) (93) was the most used, fear (10) and confusion (10) were the least used emotions in the books. Additionally, it was found that the drawings causing the emotion of "uncertainty" were relatively high in the books (53). When all the books were examined according to the second theme, it was seen that "happiness" (63) and "sadness" (40) were processed intensively in the texts. In terms of reflecting emotional expressions, in the theme of picture and text interaction, it was seen that the cover titles of K1, K3, K5, K6, K7, K9, K12 and K13 were related to the character's emotion. Moreover, the cover pictures of K3, K12, K13 were also related to the character's emotion. In the third theme; certain themes were evaluated such as "Cover picture is related to the emotional state of the character", "Cover title is related to the emotional state of the character", "Pictures describe the emotion described in the written text" and "Written text describes the emotion described in the pictures". When all the books were evaluated within the context of all criteria, it was found that there were 143 "yes" and 68 "no". In the fourth theme, it was seen that the second layer in mind reading (68 times) was used the most in the picture books. Furthermore, it was found that the reflective layer was still relatively high, being the third (59 times). The fourth (4 times) mind reading layer was also found in the sentences. Through the main purpose of the second study, two picture story books were used as the data collection tool. The data were analyzed through the content analysis method and two themes were reached. These were: (1) Reflection of Emotional Expressions in Pictures in Children by Mind Reading and Empathy, (2) Reflection of Emotional Expressions in Images in Children by Mind Reading and Empathy. In the first theme, children's expressions about their emotions were investigated through the external signs of the characters in the pictures. It was found out that the comments of the children for Book 1 were mostly unhappiness (64), followed by happiness (39) and finally surprise (1). In Book 2, it was revealed that children mostly talked about "happiness" (144), then "love" (17), "surprize" (7), "anger" (6) and finally "fear" (2). As per the second theme, the number of children using emotional expressions was low for the texts of the figures in Book 1 (Ş2, Ş5, Ş6, Ş12, Ş13, Ş14), but for the texts in the Book 2, it was seen that all children used emotional expressions. This pointed that Book 2 provided more opportunities for children to empathize and read minds than Book 1. Conclusion and Discussion The results of the study demonstrated that picture story books create opportunities for children for mind reading and empathizing for effective social interaction. It was seen that emotional expressions and understanding of these expressions through mind reading and empathy increase the interest of the child. It 472| HOŞ, DERETARLA GÜL
doi:10.24130/eccd-jecs.1967202042206 fatcat:nzgenpqtgfewhfcgrmp5xr4izm