Objective: This study aimed to show and analyze the flow, content, and meaningof (prospective) early childhood educators reflective thoughts entailed in the processof planning,implementing and evaluating storybook reading by analyzing reflectivejournals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment.
Methods: The subjects of this study were 39 technical college students enrolledin an advanced major curriculum that participated in a 15-week-long ‘storybook seminar’ course. This study analyzed journals on storybook reading written bythe students as an assignment for the storybook seminar course.
Results: As a result, four categories of selecting a storybook, planning the readingof the selected storybook, actual reading of the storybook and subsequent activitieswere extracted according to the implementation process of storybook reading.Through this series of experiences, (prospective) early childhood educators hada childt-centered view of reading picture books, changed the method of readingpicture books, re-recognized the importance of early childhood literature education,and developed a will to develop professionalism through reflective thinking.
Conclusion/Implications: This study finds its meaning in showing the reflectivethinking that occur within early childhood educators that plan, implement andevaluate storybook reading