Okul Öncesi Çocuklarda Oyun Terapisinin Ayrılık Kaygısı Üzerine Etkisi: Randomize Kontrollü Çalışma

Year 2023, , 667 - 674, 28.09.2023

Öznur Yılmaz Demirer , Aysel Topan

https://doi.org/10.53424/balikesirsbd.1201148

Abstract

Amaç: Okul öncesi çocuklarda oyun terapisinin ayrılık kaygısı üzerine etkisini değerlendirmek amacıyla yapılan ön test-son test kontrol gruplu deneysel bir çalışmadır. Gereç ve Yöntem: Araştırmanın evrenini, iki ana okulda eğitim gören 3-5 yaş grubu 292 okul öncesi çocuk oluşturmuştur. Power analizine göre hesaplanan örneklem büyüklüğü deney grubunda 30; kontrol grubunda 30 toplam 60 okul öncesi çocuk üzerinde yapılmıştır. Verilerin toplanmasında; demografik bilgi formu, yeniden düzenlenen Okul Öncesi Kaygı Ölçeği ve Yuva Çocukları İçin Ayrılma Kaygı Ölçeği (Öğretmen Formu) kullanılmıştır. Deney grubuna altı oturumdan oluşan “Oyun Terapisi Programı” uygulanmıştır. Bulgular: Ayrılma kaygı ölçeği toplam puan ortalamasındaki değişim değerlendirildiğinde; deney grubunda olan çocukların eğitim sonrası ayrılık kaygısındaki düşüş kontrol grubuna göre daha fazladır. Yeniden düzenlenen okul öncesi kaygı ölçeği toplam puan ortalaması ve alt maddelerdeki değişim değerlendirildiğinde; deney grubunda olan çocukların eğitim sonrasında meydana gelen ayrılık kaygısındaki düşüş istatistiksel olarak anlamlı bulunmuştur (p<0.000). Sonuç: Uygulanan programın, anaokulundaki çocuklarda ayrılık kaygısını azaltmada etkili olduğu bulunmuştur. Çalışmaya dahil edilen çocukların hem öğretmenleri hem de ebeveynleri oyun terapisinin ayrılık kaygısını azaltmada etkili bir yöntem olduğunu bildirmişlerdir.

Keywords

Okul Öncesi Çocuklar, Ayrılık Kaygısı, Oyun, Oyun Terapi, Öğretmen

Evaluation of the Effect of Play Therapy on Separation Anxiety among Preschool Children: A Randomized Controlled Study

Abstract

Aim: The efficiency of play therapy on separation-anxiety among preschool-children was evaluated as an experimental study including a pretest-posttest controlled-group. Materials and Methods: The population of the study consisted of 292 preschool children in the 3-5 age group who were educated in two kindergartens. The sample-size calculated by power-analysis included 30 preschool-children in experimental- and 30 in the control-group. Data was collected by the demographic information form, Separation-Anxiety Scale for Preschool Children, and Revised Preschool Anxiety Scale. Six-sessions of the ‘Play Therapy Program’ were applied to the experimental-group. Results: A higher decrease in separation-anxiety in the experimental-group compared to the control-group was observed when the change in total mean score from the Separation-Anxiety Scale was evaluated. When the total mean score of the Revised Preschool Anxiety Scale and the changes in sub items were assessed, the decrease in separation-anxiety in the experimental-group after training was statistically significant. Conclusion: This program was efficient in reducing separation-anxiety in kindergarten. Both teachers and parents of the children included in the study reported that play therapy is an effective method for reducing separation anxiety.

Keywords

Preschool Children, Separation Anxiety, Play Therapy, Teacher

References

• Abazaoğlu, İ., Yıldırım, O., & Yıldızhan, Y. (2015). An overview on the early childhood education. Journal of Research in Education and Teaching, 4(1), 411-423.
• Akman, Y. (1987). The effect of different play techniques on the separation anxiety seen in kindergarten children, [Hacettepe University]. Ankara, Turkey.
• APA. (2013). Highlights of Changes from DSM-IV-TR to DSM-5. www.psychiatry.org.
• Arslan, A. (2017). The Investigation of the effects of children's toys on the development areas of children in the contemporary context (Sivas province sampling). Journal of Social Sciences, 7(13), 35-47.
• Battaglia, M., Garon-Carrier, G., Côté, S. M., Dionne, G., Touchette, E., Vitaro, F., Tremblay, R. E., & Boivin, M. (2017). Early childhood trajectories of separation anxiety: Bearing on mental health, academic achievement, and physical health from mid-childhood to preadolescence. Depression and Anxiety, 34(10), 918-927. https://doi.org/10.1002/da.22674.
• Battaglia, M., Touchette, É., Garon-Carrier, G., Dionne, G., Côté, S. M., Vitaro, F., Tremblay, R. E., & Boivin, M. (2016). Distinct trajectories of separation anxiety in the preschool years: persistence at school entry and early-life associated factors. Journal of Child Psychology and Psychiatry, 57(1), 39-46. https://doi.org/10.1111/jcpp.12424.
• Bowlby, J. (1959). Separation anxiety. International Journal of Psychoanalysis, 41, 1-25.
• Can, A. (2015). Challenges during pre-school go to school children living with mother levels of trai̇t anxi̇ety attachment styles investigation of the relationship between İstanbul Arel University]. İstanbul, Turkey.
• Çetin, S. B. (2017). Separation anxiety of children and separation anxiety of parents and their attitude towards parenting Hacettepe Üniversitesi]. Ankara, Turkey.
• Davidson, B., Satchi, N. S., & Venkatesan, L. (2017). Effectiveness of play therapy upon anxiety among hospitalised children. International Journal of Advance Research, Ideas and Innovations in Technology, 3(5), 441-444.
• Edwards, S. L., Rapee, R. M., Kennedy, S. J., & Spence, S. H. (2010). The assessment of anxiety symptoms in preschool-aged children: the revised preschool anxiety scale. Journal of Clinical Child & Adolescent Psychology, 39(3), 400-409. https://doi.org/10.1080/15374411003691701.
• Fliek, L., Daemen, E., Roelofs, J., & Muris, P. (2015). Rough-and-tumble play and other parental factors as correlates of anxiety symptoms in preschool children [journal article]. Journal of Child and Family Studies, 24(9), 2795-2804. https://doi.org/10.1007/s10826-014-0083-5.
• Gökşen, C. (2014). Contributions of games in child development and Gaziantep children’s games. Journal of Turkish Researches Institute, 52, 229-259.
• Güler, M. (2016). Okul öncesi dönem 4-6 yaş çocukları için yeniden düzenlenen okul öncesi kaygı ölçeğinin geçerlik ve güvenirlik çalışması, [Adnan Menderes University]. Aydın.
• Kılınç, F.E., Saltık, N. (2020). Kadın konukevlerinde kalan çocukların problem davranışları üzerinde oyun terapisinin etkisinin incelenmesi. ACU Sağlık Bilimleri Dergisi, 11:27-34.
• Koçyiğit, S., Tuğluk, M. N., & Kök, M. (2007). Çocuğun gelişim sürecinde eğitsel bir etkinlik olarak oyun. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi (16), 324-342.
• Küçüködük, C. (2015). The relationship between the seperation anxiety and attachment styles of mothers who have preschool children between the ages of 3 - 5 and the behavior of their children: The mediator factor of cognitive flexibility, [Hacettepe University]. Ankara, Turkey.
• Malak, M. Z., & Khalifeh, A. H. (2018). Anxiety and depression among school students in Jordan: Prevalence, risk factors, and predictors. Perspectives in Psychiatric Care, 54(2), 242-250. https://doi.org/https://doi.org/10.1111/ppc.12229
• MEB. (2013). Ministry of National Education, General Directorate of Basic Education, Preschool Education Program. Retrieved 07.02.2018 from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf.
• Milos, M. E., & Reiss, S. (1982). Effects of three play conditions on separation anxiety in young children. Journal of Consulting and Clinical Psychology, 50(3), 389-395. https://doi.org/10.1037/0022-006X.50.3.389.
• Oktay, A. (1990). Türkiye'de okul öncesi eğitim. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 2(2), 151-160.
• Patel, K., Suresh, V., & Ravindra, H. (2014). A study to assess the effectiveness of play therapy on anxiety among hospitalized children. IOSR Journal of Nursing and Health Science, 3(5), 17-23.
• Paulus, F. W., Backes, A., Sander, C. S., Weber, M., & von Gontard, A. (2015). Anxiety disorders and behavioral inhibition in preschool children: a population-based study [journal article]. Child Psychiatry & Human Development, 46(1), 150-157. https://doi.org/10.1007/s10578-014-0460-8
• Ramdaniati, S., & Hermaningsih, S. (2016). Comparison study of art therapy and play therapy in reducing anxiety on pre-school children who experience hospitalization. Open journal of nursing, 6(1).
• Seven, S. (2014). Okul Öncesi Eğitime Giriş (1. baskı ed.). Pegem Akademi.
• Sezici, E., Ocakci, A. F., & Kadioglu, H. (2017). Use of play therapy in nursing process: a prospective randomized controlled study. Journal of Nursing Scholarship, 49(2), 162-169. https://doi.org/10.1111/jnu.12277
• Shoaakazemi, M., Javid, M. M., Tazekand, F. E., Rad, Z. S., & Gholami, N. (2012). The effect of group play therapy on reduction of separation anxiety disorder in primitive school children. Procedia - Social and Behavioral Sciences, 69, 95-103. https://doi.org/10.1016/j.sbspro.2012.11.387
• Trawick-Smith, J., Wolff, J., Koschel, M., & Vallarelli, J. (2015). Effects of toys on the play quality of preschool children: influence of gender, ethnicity, and socioeconomic status [journal article]. Early Childhood Education Journal, 43(4), 249-256. https://doi.org/10.1007/s10643-014-0644-7
• TTB. (2012). Developmental processes of children and starting school (1st ed.). Türk Tabibler Birliği Yayınları.
• Warren, S.L., Zhang, Y., Duberg, K., Mistry, P., Cai, W., Qin, S. et al. (2020). Anxiety and stress alter decision-making dynamics and causal amygdala-dorsolateral prefrontal cortex circuits during emotion regulation in children. Biol Psychiatry, 88:576-586.
• Waters, A. M., Groth, T. A., Purkis, H., & Alston-knox, C. (2018). Predicting outcomes for anxious children receiving group cognitive-behavioural therapy: Does the type of anxiety diagnosis make a difference? Clinical Psychologist, 22(3), 344-354. https://doi.org/10.1111/cp.12128
• Yati, M., Wahyuni, S., & Islaeli, I. (2017). The effect of storytelling in a play therapy on Anxiety level in pre-school children during hospitalization in the general hospital of Buton. Public Health of Indonesia, 3(3), 96-101.