Investigation of the Relationship Between Parent-Child Co-Reading Activities and Creative Thinking Skills of Preschool Children

The aim of this study was to examine the relationship between the reading activities of preschool children together with their parents and their creative thinking skills. Mixed method, in which quantitative and qualitative research methods are used together, was preferred in the study. In the quantitative part of the study, the correlational survey model which is one of the general survey models was used. In the qualitative dimension of the study, the basic qualitative design was used. As a result of the study, a positive and moderately significant relationship was obtained between the children's creative thinking skills and the interactive reading score and the literacy teaching score, which are sub-dimensions of child-parent co-reading activities. A positive and low-level significant relationship was obtained between the children's creative thinking skills and the scores of being a model for literacy and the scores of Views on Co-Reading, which are among the sub-dimensions of child-parent co-reading activities. As a result of multiple linear regression analysis, it was seen that child-parent co-reading activities sub-dimensions significantly predicted creative thinking skills. In the study, parents indicated that they most frequently believe they can develop their children's creative thinking skills by purchasing and reading books or magazines, whereas they least often expressed that asking questions could enhance creative thinking skills. Parents reported that they most commonly engage in designing at home and utilizing household materials, while they least often use pictures and visual materials. Additionally, parents stated that they most frequently did not use any techniques, and least frequently employed techniques such as talking, conversing, having their children draw pictures, engaging in activities, and designing. Parents most often noted that reading books to children would develop their imagination, while they least frequently expressed that it is important for imparting problem-solving skills.