Influence Of 100 Books For 100 Days eTwinning Project On Preschool Teachers’ Book Selections

Abstract

Reading and reading comprehension play a critical role in an individual’s cultural and cognitive development. Establishing reading habits during early childhood lays a strong foundation for lifelong learning. The 100 Books for 100 Days eTwinning project aims to foster this habit by encouraging participating teachers to involve families in reading 100 high-quality children’s books with their children. This study investigates the impact of the 100 Books for 100 Days eTwinning project on preschool teachers’ selection of children's books. A quantitative research design was employed, using a one-group pretest–posttest experimental model. The study group comprised 150 preschool teachers working in public kindergartens under the Ministry of National Education across various provinces in Turkey during the 2022–2023 academic year. All participants were registered on the eTwinning platform and voluntarily took part in the project. Data were collected using the “Scale of Preschool Teachers' and Parents' Criteria for Children's Book Selection (3–6 Years).” To analyze the data, the Wilcoxon signed-rank test—a non-parametric statistical method—was applied to determine whether there was a significant difference between the participants’ pretest and posttest scores. The findings indicate a statistically significant improvement in participants’ scores following the intervention, favoring the posttest results.