Çocuğun ana dilinin güzelliklerinin ve ana dili bilincinin farkına varmasında, söz varlığının gelişmesinde önemli ölçüde katkı sağlayan çocuk kitaplarının gelişigüzel hazırlanmaması gerekir. Kitapların kaç kelimeden meydana geldiği, toplumun kültürel yapısına ışık tutan ve dilin inceliklerini ortaya koyan söz varlığı ögelerinden ne kadar yararlandığı her yaş seviyesine göre belirlenmelidir. Bu çalışmanın amacı, çocuk edebiyatı alanındaki eserlerin temel söz varlığına (kelime hazinesi) ilişkin karşılaştırma yapmaktır. Bu araştırma, nitel veri analizi tekniklerinden betimsel tarama modeline göre desenlenmiştir. Araştırmanın verileri doküman incelemesi tekniğiyle elde edilmiş, içerik analizi ile çözümlenmiştir. Metin türlerine göre, çocuk kitaplarında yer alan toplam ve farklı kelime sayıları, toplam ve farklı özel isimler, çocuk kitaplarında en sık kullanılan yirmi özel isim, 0-2000 aralığındaki kelimelerin sıklıkları ve yüzdelik oranları, metin türlerine göre 0-2000 aralığındaki kelimeler ve uyum-uyumsuzluk yüzdeleri, çocuk kitaplarında en sık kullanılan yüz kelime incelenmiştir. Bu araştırmanın sonuçları şunlardır: En fazla farklı kelime kullanılarak yazılmış çocuk kitapları öyküler ve romanlardır. En az farklı kelime kullanılarak yazılmış çocuk kitapları ise şiir türündedir. Çocuk kitaplarında en fazla özel isim kullanılan metin türü şiir, en az özel isim kullanılan metin türü ise masallardır. Çocuk kitaplarında en sık kullanılan 2000 kelime, toplam kelimelerin %86-91 aralığındaki değere karşılık gelmektedir. Metin türleri, en sık kullanılan 2000 kelimeye göre karşılaştırıldığında en fazla ortak kelime roman-öykü türlerinde; en az ortak kelime destan-tiyatro türlerinde kullanılmıştır. Çocuk kitaplarında en sık kullanılan 100 kelime listelenmiştir. "Bir, da(de), ol-, bu, de-, ben(zamir), o, ne, mı (mi, mu, mü), gel-" kelimeleri çocuk kitaplarında en sık kullanılan kelimelerdir

Children's books that play a vital role in the development of the vocabulary and raising awareness of mother tongue beauty and mother tongue consciousness should not be prepared at random. The number of words contained in the books, the utilization rate of the vocabulary that illuminate the cultural structure of the society and reveal the subtleties of the language should be determined at each age level. The purpose of this study is to compare the basic vocabulary of works in the field of children's literature. This study was designed according to the descriptive survey model of qualitative data analysis. The results of study were obtained by the document review technique and analyzed by content analysis. According to the text types, the total and different word counts in children's books, total and different proper nouns, twenty proper nouns most frequently used in children's books, the frequencies and percentages of words in the range of 0-2000, by text types the words in the range of 0-2000 and non-conforming percentages of them, a hundred words most frequently used in children's books were examined. The results of this research are: Children's books written using the most different words are fictions and novels. Children's books written using least different words are poetry. In children's books, proper nouns are most commonly used in the type of poetry, and the least used in the type of tale. The most commonly used 2000 words in children's books correspond to a range of 86-91% of total words. When compared with the most commonly used 2000 words, it is understood that the most common words used in novel-story types; the least common words used in epictheater types. The 100 most frequently used words in children's books are listed. The words most frequently used in children's books are “bir, da (de), ol-, bu, de-, ben (pronoun), o, ne, mı (mi, mu, mü), gel-” Children's books are one of the factors that significantly affect children's mental, social and emotional development. Children's books are materials that increase children's sensitivity to language, enrich their vocabulary, and teach children how to use language in the best possible way. Children's books, which make a significant contribution to the development of the vocabulary, making the child aware of the beauty of its mother tongue and mother tongue consciousness, should not be prepared randomly. How many words the books are made up of, how much they use the vocabulary items that illuminate the cultural structure of the community and reveal the subtleties of language should be determined according to each age group. The aim of this study is to compare children's books in terms of basic vocabulary based on the most commonly used 2000 words according to text types, and to identify the 100 most commonly used words in children's books. This research was designed according to the descriptive survey model from qualitative data analysis techniques. The data of the research was obtained by the technique of document review and analyzed by content analysis. The data of the study were obtained by using literature review and document review methods. In this study, "A Research on the Vocabulary of the Essential Texts Written on Children's Literature in the Period of 1985-2005" prepared by Baş (2006), "A Study on the Vocabulary of Native Children's Theatrical Texts Written in the Field of Children’s Literature from 1980 Onwards" and 105 children's poetry books determined by the researcher were examined comparatively in terms of basic vocabulary by following a descriptive approach in the survey model. In the research, a 500.000 word pool created by selecting 100.000 words from every genre from 100 children’s novels, 100 children’s stories, 100 children’s tales, 54 children’s epics, 200 children’s legends published written by local writers in the field of children’s literature between 1985- 2005; a 100,000 word pool selected from the text of 100 children's theatricals published between 1980 and 2009, and a 188,520 word pool from 105 children’s poetry books published between 1970-2015 were identified. The text types were compared according to the most commonly used 2000 words selected from this word pool in terms of basic vocabulary. The data obtained from the mentioned studies were analyzed using "Microsoft Excel" and "Simple Concordance Program 4.07" software. Vocabulary of each text type taken from the research has been listed. Corrections and adjustments were made to the lists in order to establish commonalities between the lists. In this study; the total and different word counts in children's books, the total and different proper name counts, the most frequently used twenty proper names, the frequencies of words in the range of 0- 2000, the most frequently used fifteen words, the percentage of the most commonly used 100 words used in common and the list of these words were identified. Here are the results of the study: 1. Children's books are compared in terms of total and different word counts. Children's books written using the most different words are fictions and novels. It is seen that children's poetry books are written using less different words with a rate of 5.7% compared to other types. It is thought that narrative types being easier to write than poetry, the subject variety being wider in comparison with poetry, allow these types to use more different words. Children's books written using different words are thought to be supporting children's language development. Because children's books are elements that develop, enrich children’s vocabulary and promote language development. As children encounter more different words through literary books, their vocabulary is also enriched at the same level. The vocabulary that the child possesses also influences the development of basic language skills such as reading, listening, speaking and writing. 2. Children's books were compared in terms of total and different proper names, and 20 most frequently used proper names in children's books were identified. In children's books, the type of text where proper names are used the most is poetry, while the least used is tales. Children’s books are very rich in terms of proper names. Proper names have informative qualities in many respects such as the values of those who bear the name, their national root, social relations, religious and philosophical opinions, and beliefs as well as to indicate something, to point out something. With these characteristics, proper names also undertake a duty of carrying culture. It is thought that proper names frequently appearing in children's books are important because they enable the children to recognize prominent values of the society (Allah, Keloğlan, Oğuz, Hoca, Sarıkız, Tanrı, Türk, etc.) that they are born and raised within. In addition, it is believed that proper names appearing in children's books may help children to understand word types, use punctuation marks correctly and in the proper place, and make associations with concepts regarding how to write proper names. 3. According to the text types, the frequency of the first 2000 most common words used in children's books and their ratio to the total number of words in the books were determined. The most commonly used 2000 words in children's books correspond to a range of 86-91% of total words. This result supports the view of Aksan (2000) and Bauman (1996) that the most commonly used 2000 words make up about 87% of the written texts. 4. The most commonly used 2000 words in children's books were compared according to the text types. Accordingly, the most common words are used in novels and story books. Types of texts with the least number of common words are epics and theatricals. As a result of the findings, the words commonly used in children's books between the 0- 2000 range are between the range 69,9% and 50,1%. Text types with the least common words with other types are myths and epics. It is thought that other types having a richer subject diversity than myths and epics, which are products of oral folk culture, may be the cause of this situation. 5. According to the text types, fifteen most frequently used words and their frequencies in children's books were identified. Apart from the children's theatrical texts, the most commonly used word in all other types is "bir". The words that are common in the fifteen most frequently used words in all types of children's books are, "ol-, bu, o, de-, gel-, ne". When we look at the fifteen words most frequently used in children's books, it seems that the words that children may often encounter in their everyday lives, such as "baba, çocuk, kuş, gel-, ol-, de-, ben (pronoun)," are frequently used. 6. Percentage ratios were calculated for the 100 most frequently used words in children’s books with respect to total words and the 14.000 word list. It was found that the 100 words identified with this calculation constituted approximately 40.3% of total words in children’s books, and approximately 45.3% of the 14.000 word list. This result partially confirms the view of Harrs and Sipay (1990) that the 100 most frequently used words constitutes half of the written texts. 7. The most frequently used 100 words in children’s books were listed. Accordingly, the most frequently used words in all kinds of children's books are "bir, da (de), ol-, bu, de-, ben(pronoun), o, ne, mı(mi, mu, mü), gel-’’. When the 100 most frequently used words in children's books are examined, it is seen that there are words with high conjunctive powers such as "bir, çocuk, kız, anne, yer, baba, güzel, el (organ), ev, kendi, su, yan, kuş, insan, yol, zaman, baş, ses, oğul, büyük, küçük, adam, gün, göz, iki, ağaç, dünya, gece, bütün". Words with high conjunctive powers are compounded word entities derived from one word per item in Turkish Dictionary. The more words there are that are derived from that item, the higher the conjunctive power of that words, and therefore the higher the frequency. It is very important for words with high conjunctive powers to appear more frequently in children’s books so that children can acquire the basic vocabulary of Turkish. Because in language teaching; which words are given priority in textbooks, reading books and dictionaries are determined by identifying the most frequently used words of that language. In addition, it is important that the words that children will encounter frequently in their daily life, such as "bir, ben (pronoun), anne, git-, güzel, ağaç, el (organ), ev, gün, baba, göz, yer, ses, gece, dünya, arkadaş, kardeş, çocuk, al-, iste-, yap-, etc." are included in the 100 most frequently used words. In language education, the words used in everyday life are given priority. Therefore, these words, which are frequently found in children's books, are a step in enriching the basic vocabulary of children. In children's books, it is thought that it is important that the prepositions of the questions "mi, mi, mu, mü" are among the most frequently used 100 words. Children who are naturally curious, question everything and constantly ask questions. Curiosity is the main factor that triggers learning. For this reason, it is thought that the frequent use of the prepositions of questions through the texts will help to keep the curiosity in children alive. Although there are certain criteria abroad in terms of vocabulary in the books written in the field of children's literature, there is no criterion in our country. Instead of adapting foreign studies to Turkish, we must first determine our own criteria by considering the class levels, upper and lower age levels of children. This research can be used as one of the sources to be used in the preparation of these lists. An incompatibility of approximately 50% exists between child epics and legends and other types. For this reason, poets and authors who write in the field of children's literature should make use of the research performed in this major.