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The effect of interactive book reading with digital tools on prosocial behaviours in early childhood education: a quasi-experimental study

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dc.contributor.authorAli Kavak
dc.contributor.authorSümeyra Çelik Kahraman
dc.contributor.orcid0000-0001-5329-2420
dc.contributor.orcid0000-0002-2720-4164
dc.date.accessioned2026-05-20T10:07:39Z
dc.date.issued2025-12-08
dc.identifier.doi10.1080/1350293x.2025.2598463
dc.identifier.endpage20
dc.identifier.issn1350-293X
dc.identifier.openalexW4417129269
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/11421/39408
dc.identifier.urihttps://doi.org/10.1080/1350293x.2025.2598463
dc.language.isoen
dc.relation.ispartofEuropean Early Childhood Education Research Journal
dc.rightsrestrictedAccess
dc.subjectProsocial behavior
dc.subjectEarly childhood
dc.subjectReading (process)
dc.subjectEarly childhood education
dc.subjectQualitative research
dc.subjectChild development
dc.subjectReading motivation
dc.subjectIntervention (counseling)
dc.subjectEmergent literacy
dc.titleThe effect of interactive book reading with digital tools on prosocial behaviours in early childhood education: a quasi-experimental study
dspace.entity.typePublication

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