Examination of Illustrated Early Childhood Books in Terms of Some Variables Based on School Type

The interest of children typical development and special needs in picture story books in early childhood has been the focus of research today. Moving from this focus, it is aimed to examine the illustrated early childhood books in terms of some variables on the basis of school type. The study group of the research consists of 228 picture story books in the libraries of independent kindergartens, kindergartens and special education kindergartens in the city center of Konya. In the study, “Picture Story Books Evaluation Scale” was used to analyze picture storybooks. Percentage and frequency distributions of the books in terms of school type, general information, stylistic features and content (subject, theme, introduction, development, conclusion, etc.) were evaluated with the SPSS package program. In the study, when the average scores of the schools from the “Picture Story Books Evaluation Scale” are compared according to the school type, it is seen that the special education kindergartens have the highest average score, while the independent kindergartens have the lowest score average. This research yielded valuable results in terms of guiding the choice of picture story books for children with special needs and early childhood development.