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Assist Prof Dr Sadet Maltepe

Balikesir University, Turkey
May 2014

Development in childhood has been observed in different ways such as physical, cognitive,
motor, linguistic, emotional and social development. According to Bloom and his colleagues,
the first four-year of the life, mental development occurs as much as in the following thirteen
years. Actually, in the period up to seven years old, development is very fast. Therefore, in
preschool period that is given various living opportunities, childs mental development is
more distinctive. It is observed that during preschool period, children who face with different
stimuli are more successful in using language (Grkan,2000). In other words, it is accepted
that the experiences in the early years of life affects the childs attitudes and behaviors for a
life time and these early years are very significant in terms of development and mental health.
The child requires an expert guidance, in this period in which basic emotions, basic behavior
features and personality are constituted. The various stimuli environment given the child plays
an important role in development of his imagination and the sense of curiosity. (Gnen vd..
Literary childrens books have important effects on different areas of childs development.
Childrens books are important tools which creates an enriched language environment
primarily, in acquisition of linguistic skills from the beginning of the preschool period.
Childrens books, which gives clues regarding his native languages structure and function
and reflects the power and beauty of language and comics starts to take place in childs life as
visual and linguistic stimuli when he reaches three years old (Sever,2010 36-37).
The books that is appropriate to childs language World are the tools that children examines
taking their hands as a concrete object and concretes their conceptual development with visual
objects, develops visual and auditory perceptions in preschool period. From the beginning of
preschool period, the child learns the articulation rules of language such as stress, intonation,
liasion through questioning/reading literary genres such as poem, tale, story, fable; riddles,
stories and narrations. Above all, these books help the child develop listening skill which one
out of the four language skills. They enlarge childs vocabulary, lead understanding linguistic
structures intuitively and provide being sensitive in making accurate sentences. They improve
understanding and expressive skills. They teach children pronunciation of the words
accurately, the power of expression and sophistication of language, structure of meaning,
vocabulary, features of language; in brief, all possibilities of language (Sever, 2009, 32-33;
Aslan, 2006a; Aslan, 2007b).
Childrens books which is designed with sensitivity of artists, are each an authentic
resource, introducing the elements forming the native languages vocabulary such as words,

idioms, terms, chunks, collocations, proverbs, also in terms of understanding their tactful
meaning. In this sense literary qualified childrens books are the tools reflecting and
exemplifying the societys conceptual world, cultural assets, in respect of childs life
situations. This interaction, which children commit willingly by enjoying, thinking, moving
dream and imagination, creates both comprehending the native languages structures,
possibilities and new learning opportunities, which support formal education process in order
to construct linguistic competence and sensitivity and acquiring language attitudes (Sever,
2004, 235).
Childrens literary works attribute to the childs cognitive development significantly.
According to Gander and Gardiner, expressing that language development is related to
various cognitive abilities, the term of cognitive includes knowledge, memory, judgment,
problem solving, concepts and thinking, in other words, it includes the brain.
As to Norton, literature has an important function in development of cognitive processes.
Especially children literature attribute to development of some basic functions related to
thinking by creating opportunities to make observation, comparison, classification,
practice, criticism. For him, it is not possible to understand and feel the messages
which is provided by literature from visual and auditory development; to comprehend the
interconnection in the works from memory development (Akt., Sever, 2010).
Children cannot read in preschool period but they like listening. In this period of time,
reading qualified childrens books to children (shared reading), primarily attributes to their
cognitive development and develops their mental skills. According to Alpge (2003,32),
children learn that events follow a sequence and correspondingly cause-effect relationship, by
means of books that are read to them, because narrations have a sequence as this. Narrations
have an introduction, a body, and a conclusion since narrations are generally constructed on a
problem and its solution, when children read these kinds of books; they develop problem
solving skills by seeing what kind of solution has been found in the books. Besides, literature
helps children think different aspects of problem among many character reactions. It teaches
to them how to plan, move, create their own action and make up their own options and think
about results of these when they face a problem in their lives (Aslan,2006b).
According to Poppet and Rogues (2002,21) obtaining expression skill especially through
telling tales provides development of cognitive activities below(Akt,Aslan,2006b):
*placing in memory
*foresight, estimate
*to familiarize
*developing imagery

Literary childrens books serve emotional development of the child and educating him
emotionally, too; because the person who reflects the emotions the best is the artist with the
words he chooses, the event he edits, the heroes he creates; shortly, with the fictional world he
forms (Aslan,2006b).
Literary shows children, with the help of the heroes emotions in which they take place in
fictional reality and their live of these emotions, these are normal and common and an
individual can live the same emotion in different ways and need for living emotions in what
kind of situations and how t provides clues about how to cope with negative and wearisome
emotions such as; hatred anger, enmity and revenge. Meanwhile, it lets them estimate the
goodness of emotions like love, mercy, and cooperation (Aslan,2006b).
Literary childrens books have positive effects on childrens personal development. From
Severs point of view (2010,48), in a period which children accept and convert behaviors, the
peoples emotions, notions and attitudes whom they give importance, the books create new
models. The activities of these models which are appropriate to children reality and
supporting their entrepreneurial spirit encourage them to behave similarly. This process
creates possibilities for children to acquire experiences such as self-knowledge, thinking that
they are deserving and respecting others.
Children meet different characters in the literary books, having different expectations,
different or similar interests, having emotions and matters, sometimes reflecting the same or
different reactions with himself. Thereby, they have a chance to recognize themselves and
other children. They learn their own personality traits by comparing their emotions and
experiences with others. They recognize their abilities or deficiencies. Establishing
identification with good characters, the children may also want to imitate and develop such a
personality. Shortly, well-qualified literary books for children let children recognize
themselves and others by means of positive or negative human figures that they involve.
Thus, children realize the differences and they learn person and their place among people
Literary childrens books have an important effect on childs social development. As one of
the most important process in pediatric development, socialization is vital for individual to
live in accordance with the society that he belongs to. Socialization is a process that
individuals, especially children becomes a functional member of a particular group and
acquire the values, behaviors and beliefs of other group members (Gander and
Gardiner,2001,297). In particular, individuals who learn and develop their native language,
establish a strong relationship with their environment as a natural consequence of this, they
begin to acquire adaptive living skills with society.
Social development requires understanding and being aware of different social roles that
people act. Being aware of the different perspectives of people around the world is very
important in this process and literature helps to achieve this. Socialization is not only learning
your own national values and internalizing these values but also recognizing and assimilating
other cultures. To help a childs socialization, we need to provide foreign childrens books
from other cultures which express the peoples lifestyles and values of read cultural values. So

the child will meet values and cultural elements belonging to other societies and will be
socialized in a broader sense. He will recognize that there are different societies other than
himself and his own society and he will begin to assimilate intercultural differences, to meet
and accept different beliefs, to develop the sense of toleration; shortly, he will begin to
develop democratic values from the earlier ages (Aslan,2006b).
Traditional values of era are reflected in preschool childrens books. Stories and novels help
the child to explore the environment in the society in which he lives, learns the values, and
transfers these values from generation to generation (Kortenhaus and Demarest, 1993;
Gooden and Gooden, 2001). In particular, multicultural childrens picture books show
children the diversity of people, in that way it creates chances and possibilities for them to
understand others (Mendoza and Debbie,2001). Children discern differences, see the
intercultural differences and can testify examples of emotions and thoughts by means of these
works (Alpge,2003). Fiction, poem and non-fictional literature genres offer the child to
achieve perspectives other than his own perspective.
Childrens book attribute to childrens acquisition of experience in various subjects. They
obtain information about many situations, events and places. In that way, they can recognize
both their own countries and other countries. They recognize peoples life conditions who
lived in the past and they get possibility of commenting about present and future. They start to
make up their own thoughts, to discriminate what is right or wrong and catch their own rights
from the themes discussed in books by authors. Above all, they learn to love themselves,
enjoy life and be useful to the society in which they live.
Childrens acquisition of much more and better information occurs through reading and
telling them book. Telling and reading book to children serves three basic goals:
1- To introduce the children the literature which forms the center of the culture that they
belong to.
2- To consolidate their knowledge, to strength their information level, and to refer them
to search more information.
3- To develop the skills related to language that is expressed with the terms such as
memory, monitoring and analysis.

Meeting the books provides children both recognizing the words visually that they have
learned by hearing and learning new words that they have not heard. Beginning to establish
relationship between what child hears and sees means that he starts to learn thinking and the
language is the only contributor in this way.
Experts state that in early childhood, it is necessary to have a home which involves various
language, book and song environment; and to read book at least thirty minutes in order to
support children in this way.

Children usually cannot learn that reading is enjoyable since they cannot find reading or
listening opportunities, and their reading is not fluent. One of the most important reasons why
we do not have reading habit is that the Turks rate of literacy is not at a desirable level. That
Turks had been influenced by the visual culture before they adapt to written culture from
spoken one, education system is not appropriate to improve reading habit and making
research, the economic problems, wonder of watching TV, and deficient works of school,
child and libraries are the other factors which impact this matter.
A child who is accustomed to spend his time with books in the years of 4-9, adds the book
to his likes and friends. That the family members like reading, give the first book as a gift to
child, spend their time with reading everyday increase childs desire of reading. On this
account, it is necessary to read and give the children visually-qualified books starting from
approximately eighteenth month when the child starts to read.
Childrens literature consists of the literary works except for the textbooks and play books.
These works take the name of picture book since they include picture as much as or more
than writing in preschool period. Child meets the book firstly with picture, and then the
process goes on with picture-word, picture-sentence, picture-sentences, picture-story, lesser
picture- more text, and lastly texts without picture.
If the child has learned listening literary works such as story, tale; he will learn reading
with patience and pleasure in his school period.
Childs first books are the books which are called ABC and include the person, animal, and
objects pictures around the child. The pictures used between one-three years period are
simple drawings, realistic and luminous.
Whats it? Kari aatay Redhouse Yaynevi, 1985 stanbul
Whats it? Kari aatay Redhouse Publishing, 1985 stanbul

In the ones prepared for 4-5 years period, the text begins to rise importance. The
theme is simple but it has a storys features. In the picture books prepared for this age, the text
should be short and have case binding.
The picture book prepared for 6-7 years period include more advanced story or tales in
terms of concept and language compared to previous ones. As the childs concentration
lengthens, he can listen to even long novels partly. The text exactly has a theme and it is
dynamic. Characters may be children, adult, real people or animals, machines or objects given
personality. The story must definitely end with achievement.
Honesty and Konfyus, - Nilfer Kahveci and Sonnur Itan, Illustrator: Elif
Ergen, ODT Center for Applied Ethics, Ankara, 2006.
Honesty and Konfyus, - Nilfer Kahveci and Sonnur Itan, Illustrator:
Elif Ergen, ODT Center for Applied Ethics, Ankara, 2006.

Illustrations are very important in picture books. Since the preschool student evaluate the
book with the pictures, it is required that the pictures should be pastel and have the power of
explain the story. Pictures should be located next to the text where it belongs.
The series of book named The Tale of the Flopsy Bunnies is written and illustrated by
Beatrix Potter in England.
The Tale of the Flopsy Bunnies Beatrix Potter, 1909, England

The Tale of the Flopsy Bunnies Beatrix Potter, 1909, England

Children generally do not be placed in our rooted literature tradition fed from two
basic sources as Divan Literature and Folk Literature for centuries.
The increase in importance of childrens right leads to improve the area of childrens
books as in other areas about children. Childrens literature in west starts with lullaby and
tales but these tales are appropriate to older people. Charles Perrault compiled and published
the tales said by people for children in 1697. Then the tales were also published in England
and Germany (Cinderella, Tom Thumb, Little Red Riding Hood, Puss in Boots, Sleeping
In other words, it can be said that development of childrens books was so slow until
19 century. But in 20th century every kind of childrens book has improved, in example
science book, application work, illustrated book, biography, tale, comics. The number of
publication for children can be the indicator of the level of development of countries. The
number of the childrens books in countries that decrease the literacy problems is greater than
the other countries.

The issue of preparing book for children was taken in hand eventually in the era of
administrative reforms (1839-1876). Turkish children, as all the world's children, had
benefited from oral literature such as tongue twisters, riddles, tales, myths, and sagas up to the
development of written childrens literature and meanwhile they listened to Nasreddin Hodja.
Hayriyye and Ltfiyye published for children before 19th century is not at the
level that they understand in terms of language and expression. Translating world childrens
classics into Turkish was started in Tanzimat period.

Ambidextrous and intensive products in this area have been seen in the second
constitutional monarchy era. In that era, Mr. Sat and our poets who followed him pave the
way for our childrens literature.
Literacy campaigns starting with the adoption of the new Turkish alphabet in 1928
also influenced press-release area positively. On the one hand, young writers books were
published; on the other hand, early printed books were published again with the new alphabet.
Works of this kind of alphabet and reading books came out in 1928-1935.
That our well-known poets and writers have begun writing for children after 1930s has
significant advantages for our childrens literature. Developments in these fields have been
increased further after 1950; in this period, the themes such as our War of Independence, the
importance of republic, poverty-wealth has formed the center of the childrens stories and
It is seen that some writers have compiled and rewritten the tales and folk stories for
children after 1940s (Dede Korkut tales etc., Eflatun C. Gney). These works have an
important place in inoculating the pleasure of tales to young generations.
La fontaine tales and Nasreddin Hodja stories adapted to poem by our well-known
poet Orhan Veli Kank are very important work of art for our childrens literature.
The number of children-oriented poem, novel, and stories has increased after 1960.
Publishers have started to care about childrens books anymore. Turkish Language Institute,
Ministry of Culture, and Doan Brothers Publications have run contests.Held by Arkn
publishing,the childrens literature competitions have put a jerk in this field. This dynamism
has put the problems of childrens literature on the agenda. Discussions have been done on the
qualities of childrens publication, features of comics, child and social affairs. A great
development have started in the kinds of childrens literature, novel, story, tale, illustrated
book and poem after 1970 and it has been seen that the number of books has increased and
enriched in terms of physical and content features (enalp an 1981).
Little Spanish Girl Maria Dost Publishing, 1960, Ankara

Little Spanish Girl Maria Dost Publishing, 1960, Ankara

ing Ling and Ting Ling, Dost Children Publishing, 1961, Ankara
ing Ling and Ting Ling, Dost Children Publishing, 1961, Ankara

It can be seen that the number of books in developed countries is more excessive than
us, besides, they are much better than us in terms of physical features, content, features of

My Puppy Patsy Scarry / Eloise Wilkin, Golden Press, New York, 1955
My Puppy Patsy Scarry / Eloise Wilkin, Golden Press, New York, 1955

Im a Bunny Richard Scarry / Ole Risom, Golden Press, New York, 1963
Im a Bunny Richard Scarry / Ole Risom, Golden Press, New York, 1963

Selim and Susanne Ursula Kirchberg, Ellerman, 1978, Germany

Selim and Susanne Ursula Kirchberg, Ellerman, 1978, Germany

King of the Monster's Land Maurice Sendak, Redhouse Publishing, 1985,

stanbul (1964 Caldecott prize)
King of the Monster's Land Maurice Sendak, Redhouse Publishing, 1985,
stanbul (1964 Caldecott prize)

Meanwhile, about thirty illustrated books were published in American Bord

Publication Office in stanbul in 1964, i.e. Sleepy Sami, Pelle's New Suit. The idea of
publishing large-sized colorful illustrated books of which nearly three-quarter of pages were
covered pictures arised in Turkey with the publication of translated Ayegl books in 1967.
These books which captured childrens attraction in the early years of preschool and primary
school bridged a gap in the market significantly.
The series of Ayegl came out but owing to the fact that many publishers did not
know the childrens book field well and lack of the publishing system, books could not
always be published successfully, and the published ones included language, picture and
printing errors (i.e. Little Cowboy).
Pelle's New Suit Elsa Beskow, American Bord Publication Office, stanbul, 1960
Pelle's New Suit Elsa Beskow, American Bord Publication Office,
stanbul, 1960

Painter and author Can Gknil published the work called Tale of Porcupine which
was known as our first illustrated book for preschool children in 1974.
Then, painter and author Serpil Ural published the illustrated book called Top
Tavan in 1979.

Tale of Porcupine Can Gknil, Redhouse Publishing, stanbul, 1974

Tale of Porcupine Can Gknil, Redhouse Publishing, stanbul, 1974

Top Tavan Serpil Ural, Redhouse Publishing, stanbul, 1979

Top Tavan Serpil Ural, Redhouse Publishing, stanbul, 1979

Declaration of International Year of the Child by Unesco in 1979 has expanded the
press activities in this field, various publishers have headed to childrens publication. In this

way, the number and quality of the books have enriched. The authors trained in the field of
children's book such as Ruhsar Barm, Glin Alpge, Fatih Erdoan, kran Ouzkan have
written books and illustrated them. Some publishers start to pay attention the collaboration of
painters and writers in accordance with the demands.
Three Little Porky Clouds Ruhsar Barm Belen, YKB Publishing, stanbul,
Three Little Porky Clouds Ruhsar Barm Belen, YKB Publishing,
stanbul, 1978

Whats Happening To My Mom? zlem Mumcuolu / Huban Korman, Mavi

Bulut Publishing, stanbul, 1995
Whats Happening To My Mom? zlem Mumcuolu / Huban
Korman, Mavi Bulut Publishing, stanbul, 1995

Specialization of childrens broadcast, opening and increasing the number of children

libraries, bookstores, book fairs, and the publishers which publish for children are the
positive improvements in order to provide to convey children well-written books.
Today Zeynep Bassa, Aytl Akal, Ayla narolu, Feridun Oral, Behi-Sevim Ak,
mit mel are some of our successful illusrated chilredn's book writers.
Sam Kestirmem Zeynep Bassa, Ministry of Culture Children's Books,
Ankara, 2001
Sam Kestirmem Zeynep Bassa, Ministry of Culture Children's
Books, Ankara, 2001

Babaannemin Gz Ard Ayla narolu / Ayin Erolu, Uanbalk

Publishing, stanbul, 2006
Babaannemin Gz Ard Ayla narolu / Ayin Erolu,
Uanbalk Publishing, stanbul, 2006

Kirpi ile Kestane Feridun Oral, Redhouse Publishing, stanbul, 1990

Kirpi ile Kestane Feridun Oral, Redhouse Publishing, stanbul, 1990

In the research examining the illustrated books published in Turkey between 19741993 (akmak, Gnen 1994), it is stated that the number of illustrated childrens books has
been increasing gradually and their physical descriptions has not reached at the desirable
level. It is found that the books have not realistic pictures. And in the study examining the
Turkish and English illustrated story books published between 1970-1993 in terms of theme
(Uzmen, 1993); it is found that illustrated Turkish childrens books major on firstly social
relationships, secondly nature and environment, thirdly myself; but illustrated English
books major on firstly myself, secondly social relationships and thirdly animals.
Illustrated Turkish books does not examine the themes such as death, birth, disease,
religion-god by taking into consideration childrens age, degree of development, interests
and needs. And this causes negative impacts on children. The books related to gender and
world countries are translation. It is found that the themes such as house, machines,
transportation, communication, time, birth, death, festivals have not been handled in Turkish
illustrated childrens books adequately.
Additionally, in the research carried out between 1982-1996 by Tuncer, he states that
illustrated book, novel, story and tale form the first-four rant in publication of
childrens books by respectively or not. While these form 80 percentage of published works, a
few works are found in species such as biography, science books, he says.
E-books for children has become widespread in recent years. Considering that our age is
the age of technology and computers, kids love computers and computer games, it is predicted
that e-books prepared for children will be intensely used by this mass.

E-books are the books which consist of text and images produced in digital media and
can be read through computer or other digital media tools. Although most e-books are the
electronic versions of printed books, those created as e-books has been growing rapidly in
recent years. E-books can be purchased, borrowed from the internet, downloaded and used
immediately. As of August 2009, in the world there are around 2 million free e-books. In
recent years, e-books for children in Turkey have begun to produce by publishing houses and
the books of this type have been more common in bookstores. 55 e-books in the children's
category are available in the Internet's one of the best-known book seller
These e-books consist of the tales, stories, poems, coloring books for preschool children, toy
books and elite books for improving skills. Electronic activity books for children began to
take place on other sites selling from the internet. As a result, preschool Turkish children's
literature has been quite advanced in terms of quantity and quality of the last 20 years, and
scientific researches in the field of children's literature have increased. However, training of
parents and in-service teacher should not be neglected, and it should be noted that they are
childrens role models in gaining love of books.
Children's Literature Works Translated from Turkish into Foreign Languages
The authors works translated into foreign languages list within the context of Translation
Support Program carried out by Ministry of Culture and Tourism have announced recently.
Our Nobel Prize-winning author Orhan Pamuk, whose books translated 58 times, took place
at the top of this list. Orhan Kemal and Ahmet Hamdi Tanpnar followed him. The most
conspicuous way of the list was the presence of two children authors in the first five. Aytl
Akal and Mevlana dris Zengin, whose works translated 25 times, became the fourth and the
fifth most translated author within the context of Translation Support Program.
80 works produced in Turkish belonging to childrens and youths literature have been
published as some of them German and some of them bilingual-Turkish and German. In
addition, with the support of Translation Support Program, it was allowed to be translated and
published many authors works in countries such as Egypt, Macedonia, Hungary, Bosnia and
Herzegovina, Iran, Syria, Russia, and Bulgaria. Nasreddin Hodja and Dopey has been written
for children as very important characters of Turkish folk literature by many authors. The
newest and the most conspicuous ones belong to Melike Gnyz. These two books entering
the IFLA (The International Federation of Library Associations and Institutions) catalog have
been rewritten in the way attracting the attention of the modern child. The Adventures of
Gakguk series, combined work of Melike Gnyz and Reza Hemmatirad, have been
illustrated with the fingerprint technique, translated into German, Arabic, Bulgarian and
Chinese and published in English.
Leading authors whose books translated into foreign languages are as follows:
Aytl Akal, Melike Gnyz, Behi Ak, Mustafa Ruhi irin, Mustafa Kutlu, Muzaffer zg,
Nuran Turan, Mevlana dris Zengin, Aysel Grmen, Ayla narolu, Aziz Nesin, Glten
Dayolu, Feridun Oral, Fakir Baykurt, Zeynep Cemali

Works of the most translated author-Aytl Akal in Turkish Childrens Literature:

Persian /ORAMAN, Iran
04. (WHERE ARE YOU, MY SON?), 2008
06. (WHAT ABOUT ME), 2010
08. (BOOK MONSTER), 2010
10. (OLD BOY) 2011
German-Turkish /TALISA Kinderbuch Verlag, Germany
12. Die kleine Eidechse / THE LITTLE LIZARD, 2006
13. Der Ball, der seine Farbe suchte / THE BALL WHO WANTED A COLOR, 2006
14. Das Hochhaus im Wald/ THE APARTMENT BLOCK IN THE FOREST, 2006
15. Das Schokoladenkind/ THE CHOCOLATE KID, 2006
16. Die freche Ampel/ MISCHIEVOUS TRAFIC BEACON, 2008
17. Der Wunschbaum/ THE WISH TREE, 2008
18. Das fliegende Bett/WHOSE BED IS FLYING, 2008
19. Der Elefant, der Masern hatte/ THE ELEPHANT WHO HAD MEASLES, 2008
German-Spanish /TALISA Kinderbuch Verlag, GERMANY
20. Die kleine Eidechse/El Lagartito, 2008 (THE LITTLE LIZARD)
21. Der Ball, der seine Farbe suchte/La pelota en busca de su color, 2008 (THE BALL WHO
22. Die freche Ampel/El semaforo travieso, 2008 (MISCHIEVOUS TRAFIC BEACON)
German-Turkish /EDITION-ORIENT, Germany
23. The Sleep Monster - Uyku Canavar, 2008
24. The Book Monster - Kitap Canavar, 2008
Bulgarian /LETTERA- Bulgaria
25. The Artists Magical Studio/Sanatnn Sihirli Odas, 2008
26. My Brothers Magical School/Kardeimin Sihirli Okulu, 2008
27. The Teachers Magical Hat/retmenin Sihirli apkas, 2008
28. My Grandads Magical Wardrobe/Dedemin Sihirli Dolab, 2008
Arabic /Safeer Publishing-Egypt
29. The Artists Magical Studio /Sanatnn Sihirli Odas, 2011
E-books Abroad
English /Writers Exhange e-publishing, Australia
30. The Artists Magical Studio (Sanatnn Sihirli Odas), 2004
31. My Brothers Magical School (Kardeimin Sihirli Okulu), 2005
32. The Teachers Magical Hat (retmenin Sihirli apkas), 2006
Other publishings in anthology and magazines abroad:
The Quarrelsome Trees (ki Kavgac Aa) Lines in the Sand, 2003, England
The Quarrelsome Trees 5th grade textbook, 2007, Zaner Bloser, USA
The Fancy Cat of the Palace (Sarayn Ssl Kedisi)
Whos gonna Sleep in the Big Bed? (Byk Yatakta Kim Yatacak?), August 2000,
HELIOS The Voice of the Seven Seas, Rodos

akmak, Havise (1994), Illustration of the Story Books Printed in Turkish between
the years of 1974-93 and Investigation on Physical Properties of them, Science Expertise
Thesis, Hacettepe University Childrens Health and Education, Ankara.
Uzmen, Selay (1993), Investigation of Picture Story Books Printed in Turkish and
English between the years of 1970-93 in terms of Theme, Science Expertise Thesis,
Hacettepe University Childrens Health and Education, Ankara.
Gnen, Mbeccel (1988), Investigation of the Effects of Education Trained with
Illustrated Books to 4-5 year-old Preschool Students on Language Development, Phd Thesis,
Hacettepe University Childrens Health and Education, Ankara.
Gnen, Mbeccel (1993), Investigation on the qualities of Tale and Story Books used
by Preschool Teachers for 5-6 year of Children. Turkish Journal of Library, S:2, 56-58.
enalp, L. and A. an (1981), Child Books in Child Year, Onur Publishing,
Tuncer, N. (2000), the State of our Children's Publishing in the 75th Anniversary of
Republic, Bilgi Dnyas, 1, 1, 133-142.
Neydim, N. (2003), A General View to the History of Children and Youth Literature in
terms of Sociological Changes., oluk ocuk, February, 30-31.
irin, M.R. (1994), Childrens Literature in 99 Questions, Childrens Foundation
Publishing., stanbul.
Raidman, L. (1998), Reading Reform in the United States, Bookbird, 36, 4, 47-50.
Central Asia Literacy Forum (1999), Mother Child Education Foundation (AEV),
17, 6.