60-72 Aylık Okul Öncesi Dönem Çocuklarının Empati Düzeyleri, Benlik Algıları ve Oyun Etkileşimleri

Year 2023, Volume: 2023 Issue: 21, 385 - 426, 31.10.2023

Hazal Ersal , Erhan Alabay

https://doi.org/10.46778/goputeb.1216167

Abstract

Bu çalışmanın amacı, okul öncesi dönem çocukların empati düzeyleri ve benlik algıları ile akranlarıyla etkileşimli oyun becerileri arasındaki ilişkinin incelenmesidir. Çalışmada nicel araştırma desenlerinden birisi olan ilişkisel tarama modelinden yararlanılmıştır. Çalışmada İstanbul İli Üsküdar ilçesinde eğitim öğretime devam eden toplam 128 çocuk ile çalışılmıştır. Çalışma grubunun belirlenmesinde kolay ulaşılabilirlik metodu kullanılmıştır. Veri toplama aracı olarak “Demografik Bilgi Formu”, “Çocuklar İçin Empati Ölçeği”, “Purdue Okul Öncesi Çocukları İçin Benlik Kavramı Ölçeği” ve “Penn Etkileşimli Akran Oyun Ölçeği” kullanılmıştır. Çalışma sonucunda çocukların empati beceri düzeyleri ile oyun etkileşimi arasında orta düzeyde pozitif yönlü bir ilişki tespit edilmiştir. Aynı zamanda empati beceri düzeyleri ile oyundan kopma arasında ise orta düzeyde negatif yönlü bir ilişki saptanmıştır. Benlik algısı alt boyutlarından anne kabulü ile oyun etkileşimi arasında pozitif yönlü bir ilişkiye rastlanırken, oyunun bozulması ve oyundan kopma alt boyut puanları arasında ise negatif yönlü bir ilişkiye rastlanmıştır. Benlik algısı diğer alt boyutlarından sosyal, akademik ve fiziksel yeterlilik ile oyun becerileri arasında anlamlı bir ilişkiye rastlanmamıştır.

Keywords

Benlik Algısı, Empati, Oyun Etkileşimi, Okul Öncesi Dönem

Empathy Levels, Self-Perceptions, and Play Interactions of Children Aged 60-72 Months in the Preschool Period

Abstract

The aim of this study is to investigate the relationship between empathy levels, self-perceptions, and interactive play skills with peers in children during the preschool period. The study utilized a quantitative research design, specifically employing a correlational survey model. A total of 128 children attending educational institutions in the Uskudar district of Istanbul, Turkey, were included in the study. The participants were selected using the convenience sampling method. The data collection instruments used in the study were the "Demographic Information Form," "Empathy Scale for Children," "Purdue Self-Concept Scale for Preschool Children," and the " Penn Interactive Peer- Playing Scale-Teacher Form". The study's results revealed a moderate positive correlation between children's empathy skill levels and play interactions. Additionally, a moderate negative correlation was found between empathy skill levels and disengagement from play. Furthermore, a positive correlation was observed between the sub-dimension of maternal acceptance, which is one of the components of the self-perception scale, and play interactions, while a negative correlation was identified between scores related to play disruption and disengagement. However, no significant relationship was found between the other sub-dimensions of the self-perception scale, namely social, academic, and physical competence, and play skills.

Keywords

Self-Perception, Empathy, Play Interaction, Preschool Period

References

• Acer, S. (2018). Examination of the relationship between the value levels of 48-72 month-old children attending a pre-school education institution and their peer play behaviors [Unpublished master’s thesis]. Okan University.
• Aksoy, A. B., & Dere Çiftçi, H. (2022). Play in early childhood (7th Ed.). Pegem Academy.
• Alavi, M., Seng, J. H., Mustaffa, M. S., Ninggal, M. T., Amini, M., & Latif, A. A. (2019). Attention, impulsiveness, and gender in academic achievement among typically developing children. Perceptual and Motor Skills, 126(1), 5-24. https://doi.org/10.1177/0031512518809163
• Arslan, Y., & Bulgu, N. (2010). Socialization via play. Pamukkale Journal of Sport Sciences, 1(1), 8-22.
• Aysu, B., Öz, S., Gürsoy, F., & Aral, N. (2021, May 21-23). Examination of children's empathy skills according to different demographic variables [Paper presentation]. World Children Conference-II, Kıbrıs (Kktc).
• Bardak, M., & Topaç, N. (2022). Play and play materials (2nd Edition). Efe Academy.
• Belsky, J., & Beaver, K. M. (2011). Cumulative‐genetic plasticity, parenting and adolescent self‐regulation. Journal of Child Psychology and Psychiatry, 52(5), 619-626. https://doi.org/10.1111/j.1469-7610.2010.02327.x
• Bembenutty, H. (2009). Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value. Personality and Individual Differences, 46(3), 347-352.
• Booth LaForce, C., & Kerns, K. A. (2009). Child-parent attachment relationships, Peer relationships, and peer-group functioning. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 490–507). The Guilford Press.
• Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258.
• Brownell, C. A., & Carriger, M. S. (1990). Changes in cooperation and self‐other differentiation during the second year. Child Development, 61(4), 1164-1174. https://doi.org/10.1111/j.1467-8624.1990.tb02850.x
• Brownell, C. A., Zerwas, S., & Balaram, G. (2002). Peers, cooperative play, and the development of empathy in children. Behavioral and Brain Sciences, 25(1), 28-29. https://doi.org/10.1017/S0140525X02300013
• Byrne, B. M. (2005). Factor analytic models: Viewing the structure of an assessment instrument from three perspectives. Journal of Personality Assessment, 85(1), 17-32. https://doi.org/10.1207/s15327752jpa8501_02
• Cevher, F. N., & Buluş, M. (2006). Academic self-esteem in 5-6 year old children attending pre-school education institutions. Dokuz Eylül University. Journal of Buca Education Faculty, 20, 28-39.
• Compagnoni, M., Sieber, V., & Job, V. (2020). My brain needs a break: Kindergarteners’ willpower theories are related to behavioral self-regulation. Frontiers in psychology, 11, 601724. https://doi.org/10.3389/fpsyg.2020.601724
• Coplan, R. J., & Rubin, K. H. (1998). Exploring and assessing nonsocial play in the preschool: The development and validation of the Preschool Play Behavior Scale. Social Development, 7(1), 72-91. https://doi.org/10.1111/1467-9507.00052
• Cowley, E. S., Olenick, A. A., McNulty, K. L., & Ross, E. Z. (2021). “Invisible sportswomen”: The sex data gap in sport and exercise science research. Women in Sport and Physical Activity Journal, 29(2), 146-151. https://doi.org/10.1123/wspaj.2021-0028
• Craig, L., & Mullan, K. (2011). How mothers and fathers share childcare: A cross-national time-use comparison. American Sociological Review, 76(6), 834-861. https://doi.org/10.1177/0003122411427673
• Çelik, O. B., & Yenilmez, M. İ. (2019). Changing the Play: Why Can't More Women Participate in Sports? Anemon Muş Alparslan University Journal of Social Sciences, 7, 9-17. https://doi.org/10.18506/anemon.573176
• Çivril Yılmaz, D. (2022). Examining the play preferences of preschool children aged 5-6 years. [Unpublished master's project without thesis]. Pamukkale University.
• Davis, A. N., Carlo, G., Streit, C., & Crockett, L. J. (2018). Considering economic stress and empathic traits in predicting prosocial behaviors among US Latino adolescents. Social Development, 27(1), 58-72. https://doi.org/10.1111/sode.12249
• Diamond, L. M., & Blair, K. L. (2018). The intimate relationships of sexual and gender minorities. In A. L. Vangelisti & D. Perlman (Eds.), The Cambridge handbook of personal relationships, 199–210. https://doi.org/10.1017/97811316417867.017
• Duman, G. & Temel, Z. F. (2011). Examination of play behaviors of children attending kindergarten in Turkey and the United States of America. Kırıkkale University Journal of Social Sciences, 1 (1), 279-298.
• Durualp, E., & Aral, N. (2018). The development and types of the play. In Aksoy, A. B. (Ed.) Child and Play (pp. 34-53). Hedef CS Publishing.
• Dykas, M. J., Ziv, Y., & Cassidy, J. (2008). Attachment and peer relations in adolescence. Attachment & Human Development, 10(2), 123-141. https://doi.org/10.1080/14616730802113679
• Ergin, B., & Ergin, E. (2017). The predictive power of preschool children's social behaviors on their play skills. Journal of Education and Training Studies, 5(9), 140-145. https://doi.org/10.11114/jets.v5i9.2601
• Fantuzzo, J., Mendez, J., & Tighe, E. (1998). Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 13(4), 659-676. https://doi.org/10.1016/S0885-2006(99)80066-0
• Frost, J. L., & Sunderlin, S. (Ed.). (1985). When Children Play. Proceedings of the International Conference on Play and Play Environments (Austin, TX, June 29-July 2, 1983): Association for Childhood Education International.
• Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1· 6 million participants. The Lancet Child & Adolescent Health, 4(1), 23-35. https://doi.org/10.1016/S2352-4642(19)30323-2
• Gündüz, A., & Gültekin Akduman, G., (2020). An ınvestigation of the effect of preschool children’s prosocial behaviors on their peer plays. International Journal of Education Technology and Scientific Researches, 5 (12), 763-788.
• Gürbüz, S. (2021). Structural equation modeling with Amos (2nd Edition). Seçkin Publishing.
• Gürkan, S. (2019). Examination of gender role stressors of male academics. Turkish Studies- Social Sciences, 14(6), 3109-3119. http://dx.doi.org/10.29228/TurkishStudies.39535
• Hamiden Karaca, N., Kaya, Ü.Ü., & Can, M. (2019). Examination of the relationship between father-child relationship and peer play behaviors according to the socioeconomic levels of preschool children]. e-Kafkas Journal of Educational Research, 6(4), 33-41. https://doi.org/10.30900/kafkasegt.653630
• Hoffman, M. L. (1975). Developmental synthesis of affect and cognition and its implications for altruistic motivation. Developmental Psychology, 11(5), 607–622. https://doi.org/10.1037/0012-1649.11.5.607
• İlhan Tunç, A. (2009). The reasons why girls do not go to school The example of Van province. Yüzüncü Yıl University Journal of the Faculty of Education, 6(1), 237-269.
• Kacar, D., & Ayaz Alkaya, S. (2022). The effect of traditional children's plays on internet addiction, social skills and stress level. Archives of Psychiatric Nursing, 40, 50-55. https://doi.org/10.1016/j.apnu.2022.04.007
• Karasar, N. (2011). Scientific research method (1st Ed). Nobel Akademik Publishing.
• Kaya, S.A. & Memiş, E. (2019). Child labor in Turkey: Observations from labor force surveys and time use surveys. Work and Society, 63(4), 2539- 2564.
• Koçyiğit, S., Tuğluk, M. N., & Mehmet, K. Ö. K. (2007). Play as an educational activity in the development process of the child. Journal of Atatürk University Kazım Karabekir Faculty of Education, 0(16), 324-342.
• Koçyiğit, S., Yılmaz, E., & Sezer, T. (2015). Investigation of the relationship between social competence and self-regulation skills of 60-72 month-old children and play skills. HAYEF Journal of Education, 12(1), 209-218.
• Köksal Akyol, A., & Aslan, D. (2014). The development of the empath scale for children (ESC). Contemporary Perspectives and Research on Early Childhood Education, 113-123.
• Küçükkaragöz, H., & Canbulat, Y. A. T. (2011). Empathic skill levels of a group of primary school students according to some psycho-social variables. Uşak University Journal of Social Sciences, 4(2), 88-100.
• Lam, C. B., Solmeyer, A. R., & McHale, S. M. (2012). Sibling relationships and empathy across the transition to adolescence. Journal of Youth and Adolescence, 41(12), 1657-1670. https://doi.org/10.1007/s10964-012-9781-8
• LaMont M. (2010). Mother-child attachment and preschool behavior problems in children with developmental delays [Unpublished doctoral dissertation]. Utah State University.
• Lenhart, C.M., Hanlon, A., Kang, Y., Daly, B.P., Brown, M.D., & Patterson, F. (2012). Gender disparity in structured physical activity and overall activity level in adolescence: Evaluation of youth risk behavior surveillance data. ISRN Public Health. 2012, 1-8. https://doi.org/10.5402/2012/674936
• Magat, J. (2013). Looking at gender differences in preschoolers’ self-regulation through multiple lenses. [Unpublished doctoral dissertation]. University of Michigan.
• Manios, Y., Kafatos, A. ve Codrington, C. (1999). Gender differences in physical activity and physical fitness in young children in Crete. Journal of Sports Med Phys Fitness, 39(1), 24-30. https://pubmed.ncbi.nlm.nih.gov/10230165/
• Marshall, W. L., Hudson, S. M., Jones, R., & Fernandez, Y. M. (1995). Empathy in sex offenders. Clinical Psychology Review, 15, 99–113. https://doi.org/10.1016/0272-7358(95)00002-7
• Masterson, M. L., & Kersey, K. C. (2013). Connecting children to kindness: Encouraging a culture of empathy. Childhood Education, 89(4), 211-216. https://doi.org/10.1080/00094056.213.815549
• Maximiano-Barreto, M. A., Fabrício, D. D. M., Luchesi, B. M., & Chagas, M. H. (2020). Factors associated with levels of empathy among students and professionals in the health field: a systematic review. Trends in Psychiatry and Psychotherapy, 42, 207-215. https://doi.org/10.1590/2237-6089-2019-0035
• Meece, J. L., & Painter, J. (2008). The motivational roles of cultural differences and cultural identity in self-regulated learning. In D. H. Schunk & B.J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications, (pp. 339-367). Lawrence Erlbaum Associates.
• Mellou E. (1994). Play Theories: A contemporary review. Early Child Development and Care, 102(1), 91-100. https://doi.org/10.1080/0300443941020107
• Mesurado, B., & Richaud, M. C. (2017). The relationship between parental variables, empathy and prosocial-flow with prosocial behavior toward strangers, friends, and family. Journal of Happiness Studies, 18(3), 843-860. https://doi.org/10.1007/s10902-016-9748-7
• Morsünbül, Ü., & Çok, F. (2011). Attachment and associated variables. Current Approach in Psychiatry, 3(3), 553-570. https://doi.org/10.5455/cap.20110324
• Moss, E., Bureau, J. F., Cyr, C., & Dubois-Comtois, K. (2006). Is the maternal Q-Set a valid measure of preschool child attachment behavior? International Journal of Behavioral Development, 30(6), 488-497. https://doi.org/10.1177/0165025406071908
• Mucuk, Y.K. (2020). Development of developmental development related to child rearing, educational development and perceptions of social rules in 60-72 months of education. [Unpublished master's thesis]. Medipol University.
• Naber, F. B. A., Bakermans-Kranenburg, M. J., Van IJzendoorn, M. H., Swinkels, S. H. N., Buitelaar, J. K., Dietz, C., Van Daalen, E., & Van Engeland, H. (2008). Play behavior and attachment in toddlers with autism. Journal of Autism and Developmental Disorders, 38, 857–866. https://doi.org/10.1007/s10803-007-0454-5
• Nicolopoulou, A. (2004). Play, development and the world: Piaget, Vgotsky and beyond. Journal of Ankara University Faculty of Educational Sciences (JFES),37 (2), 137-169. https://doi.org/10.1501/Egifak_0000000100
• Orçan Kaçan, M., Dönmez, Z., & Kimzan, İ. (2020). Family involvement in pre-school education: Parents' views. Journal of Muğla Sıtkı Koçman University Faculty of Education, 7(2), 170-179.https://doi.org/10.21666/muefd.694389
• Ornaghi, V., Conte, E., & Grazzani, I. (2020). Empathy in toddlers: The role of emotion regulation, language ability, and maternal emotion socialization style. Frontiers in Psychology, 11, 586862. https://doi.org/10.3389/fpsyg.2020.586862
• Owens, J. (2016). Early childhood behavior problems and the gender gap in educational attainment in the United States. Sociology of Education, 89(3), 236-258. https://doi.org/10.1177/0038040716650926
• Özcan, Z. Ç., Eren Gümüş, A., & Kotil, Ç. (2009). Construct validity of the Purdue self-concept scale for preschool children. Journal of Educational Sciences and Practice, 8(16), 2-22.
• Pilten, P., & Pilten, G. (2013). Evaluation of school age children's perceptions of play. Journal of Mersin University Faculty of Education, 9(2), 15-31.
• Powell, G. M., Cory, L., & Dattilo, J. (2004). Opening the door: Social skills interventions as a facilitator of social play. World Leisure Journal, 46(3), 50-57. https://doi.org/10.1080/04419057.2004.9674366
• Poyraz, H. (2017). Preschool plays and examples of plays (5th Ed.). Anı Publishing.
• Riihelä, M. (2002). Children's play is the origin of social activity. European Early Childhood Education Research Journal, 10(1), 39-53. https://doi.org/10.1080/13502930285208831
• Rizkyanti, C. A., & Murty, A. I. (2018). Empathy in early childhood: A preliminary study. HUMANISMA: Journal of Gender Studies, 2(2), 138-145. http://dx.doi.org/10.30983/jh.v2i2.813
• Rochat, P. (1998). Self-perception and action in infancy. Experimental Brain Research, 123(1), 102-109. https://doi.org/10.1007/s002210050550
• Rubin, K. H., & Coplan, R. J. (1998). Social and nonsocial play in childhood: An individual differences perspective. In O. N. Saracho & B. Spodek (Eds.), Multiple perspectives on play in early childhood education (pp. 144–170). State University of New York Press.
• Sarıca, Ö. (2010). Examination of self-concepts of 5 and 6 year old children attending pre-school education institutions according to various socio-demographic variables. [Unpublished master's thesis]. Maltepe University.
• Schaeffer, C. M., Petras, H., Ialongo, N., Masyn, K. E., Hubbard, S., Poduska, J., & Kellam, S. (2006). A comparison of girls' and boys' aggressive-disruptive behavior trajectories across elementary school: Pediction to young adult antisocial outcomes. Journal of Consulting and Clinical Psychology, 74(3), 500. https://doi.org/10.1037/0022-006X.74.3.500
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Seçer, İ. (2021). Practical data analysis with SPSS and LISREL (4th Edition). Anı Publishing.
• Sevinç, M. (2004). Play in early childhood development and education (1st ed.). Morpa Kültür Publications.
• Silke, C., Brady, B., Boylan, C., & Dolan, P. (2018). Factors influencing the development of empathy and pro-social behaviour among adolescents: A systematic review. Children and Youth Services Review, 94, 421-436. https://doi.org/10.1016/j.childyouth.2018.07.027
• Silke, C., Brady, B., Boylan, C., & Dolan, P. (2021). Empathy, social responsibility, and civic behavior among Irish adolescents: A socio-contextual approach. The Journal of Early Adolescence, 41(7), 996-1019. https://doi.org/10.1177/0272431620977658
• Soliman, D., Frydenberg, E., Liang, R., & Deans, J. (2021). Enhancing empathy in preschoolers: A comparison of social and emotional learning approaches. The Educational and Developmental Psychologist, 38(1), 64-76. https://doi.org/10.1080/20590776.2020.1839883
• Song, Y. (2022). The influence of empathy on prosocial behavior of children. International Conference on Humanities and Social Science Research, 664, 443-447. https://doi.org/10.2991/assehr.k.220504.081
• Sönmez, K., & Dikmenli, Y. (2021). Examining the primary school social studies textbook in terms of gender]. Cumhuriyet International Journal of Education, 10(1), 434-458. https://doi.org/10.30703/cije.732000
• Strayer, J., & Roberts, W. (1989). Children's empathy and role taking: Child and parental factors, and relations to prosocial behavior. Journal of Applied Developmental Psychology, 10(2), 227-239. https://doi.org/10.1016/0193-3973(89)90006-3
• Taner Derman, M., (2013). Determination of empathy skill levels of children according to familial factors. The Journal of Academic Social Science Studies, 6(1), 1365-1382.
• Taylor, Z. E., Eisenberg, N., Spinrad, T. L., Eggum, N. D., & Sulik, M. J. (2013). The relations of ego-resiliency and emotion socialization to the development of empathy and prosocial behavior across early childhood. Emotion, 13(5), 822–831. https://doi.org/10.1037/a0032894
• Telford, R. M., Telford, R. D., Olive, L. S., Cochrane, T., & Davey, R. (2016). Why are girls less physically active than boys? Findings from the LOOK longitudinal study. PloS one, 11(3), e0150041. https://doi.org/10.1371/journal.pone.0150041
• Telle, N. T., & Pfister, H. R. (2016). Positive empathy and prosocial behavior: A neglected link. Emotion Review, 8(2), 154-163. https://doi.org/10.1177/1754073915586817
• Temiz, Z., Ünlü Çetin, Ş. & Yılmaz, S. (2020). Examination of the thoughts of five-year-old children who received pre-school education about their career choices and gender. Van Yüzüncü Yıl University Faculty of Education Journal, 17(1), 318-350. https://doi.org/10.33711/yyuefd.691593
• Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2018). Prosocial behavior in adolescence: Gender differences in development and links with empathy. Journal of Youth and Adolescence, 47(5), 1086-1099. https://doi.org/10.1007/s10964-017-0786-1
• Vella, S. A., Cliff, D. P., Magee, C. A., & Okely, A. D. (2014). Sports participation and parent-reported healthrelated quality of life in children: longitudinal associations. The Journal of pediatrics, 164(6), 1469-1474. https://doi.org/10.1016/j.jpeds.2014.01.071
• Verschueren, K., Doumen, S., & Buyse, E. (2012). Relationships with mother, teacher, and peers: Unique and joint effects on young children's self-concept. Attachment & Human Development, 14(3), 233–248. https://doi.org/10.1080/14616734.2012.672263
• Wagner, L., & Ruch, W. (2015). Good character at school: positive classroom behavior mediates the link between character strengths and school achievement. Frontiers in Psychology, 6, 610. https://doi.org/10.3389/fpsyg.2015.00610
• Woods, C. B., Powell, C., Saunders, J. A., O’Brien, W., Murphy, M. H., & Belton, S. (2018). The Children’s Sport Participation and Physical Activity Study 2018 (CSPPA 2018). Belfast, Northern Ireland: Department of Physical Education and Sport Sciences University of Limerick, Limerick, Ireland, Sport Ireland, and Healthy Ireland, Dublin, Ireland and Sport Northern Ireland. https://pure.ulster.ac.uk/ws/files/77672771/CSPPA_Final_Report.pdf Erişim Tarihi:18.08.2022
• Yağan Güder, S. (2014). Examination of gender perceptions of preschool children. [Unpublished doctoral dissertation]. Hacettepe University.
• Yavuz, K. (2014). Investigation of the effectiveness of the education program aimed at improving the attention skills of children attending pre-school education. [Unpublished master's thesis]. Dumlupınar University.
• Yavuz Konokman, G., & Yokuş, G. (2016). Perceptions of parents about their participation in preschool education / Perceptions of parents about their participation in preschool education. Journal of Mustafa Kemal University Institute of Social Sciences, 13 (35), 176-193.
• Yeung, A. S., Barker, K., Tracey, D., & Mooney, M. (2013). School-wide positive behavior for learning: Effects of dual focus on boys’ and girls’ behavior and motivation for learning. International Journal of Educational Research, 62, 1–10. https://doi.org/10.1016/j.ijer.2013.06.002
• Yurdakul, Y., Beyazıt, U., & Ayhan, A. B. (2021). The Examination of the Relationship between Emotional Regulation and Interactive Play Skills in Preschool Children. Afyon Kocatepe University Journal of Social Sciences, 23(4), 1291-1307. https://doi.org/10.32709/akusosbil.874538
• Zahn Waxler, C., Robinson, J. L., & Emde, R. N. (1992). The development of empathy in twins. Developmental psychology, 28(6), 1038-1047. https://doi.org/10.1037/0012-1649.28.6.1038