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Children's books have a long, rich history. Previously, theem phasisin children's boks was placed upon literaryand moral understanding. After the 19th century, theem phasis shifted towards the developemental and educational aspects. Today, on the other hand, theem phasis is on the developmentof children’s language, mental, social, emotional and physicalskills. Thus, the aimis for children to become effecient readers, develop themselves and acquire a positive aptitude for life long learning. Towards this end, special attention is paid to the preparation of children's books, and various approaches areused in doing this. These approaches can be divided into four groups: historical, sociological, psychological and educational. The aim of the current study was to determine the approaches adopted in children's books. To this end, ten boks were reviewed and analyzedu singde scriptive analysis. Results revealed that half of the boks were based on the behavioral education approach while the other half were based on the sociological and psychological approaches. It was observed that the approaches adopted in preparation of these boks failed to consider the contemporary teaching approaches. As well, changing life conditions were not reflected in the books. It is proposed that detailed and future-oriented studies be undertaken in writing children's books. The current research is expected to contribute to the development of pre-service teachers, children's boks and educators.

Children's books, approaches, education

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    Dear Academicians,

    IJLA's issue 7/1 (March 2019) is published, under the guest editor of Associate Professor Dr. Fulya TOPÇUOĞLU ÜNAL from Kütahya Dumlupınar University and the co-guest editor is Dr. Muharrem Kürşad YANGIL is from Kütahya Dumlupınar University.



    Dear Academicians, you can upload your articles through Online Manuscript Submission link upon forming it according to the academic writing format in For Writers section.


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