Research Information System
European Early Childhood Education Research Journal, 2025 (SSCI, Scopus)
This study aims to examine the short and long-term effects of interactive book reading activities supported by digital tools on the development of prosocial behaviours in early childhood education. The quasi-experimental design of the study included 32 children aged 60–72 months attending a state kindergarten in Türkiye. While interactive book reading activities enriched with digital tools were applied to the experimental group, the control group was read to with the traditional method. Data were collected using the ‘Preschool Prosocial Behaviour Scale’ at three points: pretest, midtest, and posttest. The findings showed that the digitally supported interactive book reading activities provided significant and strong increases in the overall prosocial behaviour scores of the children in the experimental group and in the sub-dimensions of sharing, helping, cooperation and communication both in the short and long term. Although improvement was also observed in the control group, the effect sizes in the experimental group were much higher. The significant time-group interaction indicates that digitally enriched interactive reading is more effective than traditional methods in fostering prosocial behaviour. These results suggest that the conscious and interactive use of digital tools in preschool education has an important potential in supporting children's social-emotional development.