ONUR, Bekir (Tez Danışmanı)AHIOGLU, Nihal E. (Yazar)2019-02-0719992019-02-07http://hdl.handle.net/20.500.12575/31485Abstract 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 monthstrFiloloji. Dilbilim, EĞİTİMThesis