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

Year 2023, Volume: 12 Issue: 3, 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

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