Browsing by Author "ONUR, Bekir (Tez Danışmanı)"

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    4-5 yaş anaokulu çocuklarında dramatik oyunun ve inşa oyununun bakış açısı alma becerisine etkisi
    (Ankara Üniversitesi Sosyal Bilimler Enstitüsü Eğitimde Psikolojik Hizmetler Anabilim Dalı) ŞENER, Tülin (Yazar); ONUR, Bekir (Tez Danışmanı)
    Bu çalışmada 4-5 yaş anaokulu çocuklarının dramatik oyunun ve inşa oyunun bakışaçısı alma becerisine etkisi incelenmiştir. Bu amaçla Ankara Türk Telekom anaokuluna devam eden 30 çocuğa bakışaçısı alma becerisinin üç alt boyutuyla (algısal, bilişsel ve duygusal) ilgili öntest ve sontest verilmiştir. Ölçümler sonucunda çocuklar rastlantısal örnekleme modeline uygun biçimde ikisi deney grubu biri kontrol grubu olmak üzere üç gruba atanmıştır. Deney gruplarından birindeki deneklere (n=10) dramatik oyun eğitimi verilirken, diğer deney grubundaki deneklere (n=10) inşa oyunu eğitimi verilmiştir. Kontrol grubundaki denekler (n=10) serbest boyama yapmışlardır. Sontest ölçümlerinden sonra tüm grupların puan ortalamaları ve standart sapmaları hesaplanmıştır. Veriler Split-Plot istatistiksel desene uygun MANOVA çok yönlü varyans analizi ile çözümlenmiştir. Anlamlı farklılıkların söz konusu olduğu durumlarda bu farklılıklar t-testi ile incelenmiştir. Bulgular deney ve kontrol grupları arasında anlamlı farklılıkları göstermektedir. Her iki deney grubunda da bakışaçısı alma becerisinde ilerlemeler söz konusu olmuştur. Sonuçta, hem dramatik oyun deneyimlerinin hem de inşa oyunu deneyimlerinin bakışaçısı alma becerisinin gelişmesine katkıda bulunduğu görülmüştür. Dahası, dramatik oyunun inşa oyununa göre bakışaçısı almada daha etkili olduğu söylenebilir. Abstract The present study explores the effect of two types of play experiences (dramatic and constructive) on preschool children's perspective taking performance. Pretests and posttests for three types of perspective taking (perceptual, cognitive and affective) were administered to 30 kindergarten children. One of the experimental groups (n=10) experienced 10 dramatic play sessions; a second experimental group (n=10) experienced 10 constructive play sessions; the control group (n=10) received 1 0 free-painting sessions. After the posttesi scores were assessed, the means and standard deviations of all groups; pretest and posttest scores were calculated. Analysis of variance congruent with Split-Plot design was applied. Significant differences were tested by t-test. The statistical analysis of the data showed significant differences between experimental groups and control group. Both play treatments produced substanciai improvements in perspective taking ability. Finally, it was shown that both dramatic and constructive play experiences provide children to develop perspective taking ability. Furthermore, it was shown thai dramatic play is more effective than constructive play to promote perspective taking.
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    Sembolik oyunun 4 yaş çocuklarının dil kazanımına etkisi
    (Ankara Üniversitesi Sosyal Bilimler Enstitüsü Eğitimde Psikolojik Hizmetler Anabilim Dalı) ONUR, Bekir (Tez Danışmanı); AHIOGLU, Nihal E. (Yazar)
    Abstract This study investigated the effect of stimulating symbolic play on the level of language of nursery children who were between 48 and 54 months. Subjects whose language were developing normally were 12 randomly selected two kindergartens in Eskişehir. The subjects was middle socioeconomic levels. Statistics that was determined by Ministry of Education was used because of determined children's socioeconomic levels. The subjects were divided two groups as experimental and control by impartial. The children's language was recorded on auditape during 25 minutes on the first day (pretest) and last day (posttest) of the experiment, while they played blocks and legos. Over a 30-day period children in experimental group were applied symbolic play education for 25 minutes 3 times each week with toys designed to stimulate symbolic play, while the control group engaged in coloring or cut and paste activities. Language was measured by comparing the average mean length of utterance, morphemes amount of longest utterance and word amount of longest utterance. Mann Whitney U Test was used to analyze differences between scores by experimental and control groups. The gain scores of average mean length of utterance were significant ( P<.01) but gain scores of morphemes amount of longest utterance and word amount of longest utterance were not significant (P>.01). The gain scores of morphemes amount of longest utterance were near to significance. Although difference between means was large, because of insufficient of subjects amount, results did not significant. It was concluded that providing opportunity for symbolic play to children not given this opportunity in school can have a positive effect on language in children of 48-54 months