Research Article
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Çocuk, Anne ve Öğretmenlerin Oyun ve Oyuncakla İlgili Görüşlerinin İncelenmesi

Year 2017, Volume: 3 Issue: 2, 222 - 241, 31.10.2017

Abstract

Çocuğun en önemli işi olarak kabul edilen oyun çocuklar tarafından doğal bir uğraş olarak nitelendirilebilirken, çocukların yaşamlarında önemli bir yeri olan ebeveynler ve öğretmenler tarafından farklı şekilde algılanabilmektedir. Bu çalışmanın amacı çocuk, anne ve öğretmenlerin oyun ve oyuncaklarla ilgili görüşlerinin incelenmesidir. Çalışmaya 11 çocuk, yedi anne ve dokuz okul öncesi öğretmeni katılmış; çocuklara dokuz, yetişkinlere ise 13 sorudan oluşan yarı yapılandırılmış görüşme soruları yöneltilmiştir. Elde edilen veriler betimsel analiz yöntemi ile çözümlenmiştir. Bulgular göstermektedir ki çocuklar ve anneler oyunu hayal gücünün bir ürünü olarak görmekte ve oyunu hayal gücünden ayrı düşünmemektedirler. Tüm katılımcılar oyunun önemi ve gerekliliği konusunda sosyal becerilerin kazanılmasına dikkat çekmişlerdir. Oyun ve oyuncaklarda bulunması gereken özellikler hakkındaki görüşler incelendiğinde çocukların oyuncakların farklı özelliklerine değindiklerini; anne ve öğretmenlerin ise benzer cevaplar vererek oyun ve oyuncakların güvenli, yaşa ve gelişime uygun, sosyal becerilerin kazanılmasına yardımcı ve eğlenceli olması gerektiği üzerinde durdukları görülmüştür. Elde edilen veriler doğrultusunda annelerin gözlemlerine, öğretmenlerin sahip oldukları teorik bilgiye, çocukların ise deneyimlerine dayalı cevaplar verdikleri söylenebilir.


References

  • Adak Özdemir, A., & Ramazan, O. (2012). Child, mother and teacher attitudes towards toys. Journal of Educational Sciences Research, 2(1), 1-16.
  • Almqvist, B. (1994). Educational toys, creative toys. In J. H. Goldstein (Ed.), Toys, play and child development (pp. 46-66). New York: Cambridge University Press.
  • Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research and Practice, 4, 1-12.
  • Billur, Ç. (2015). Nesilden nesile çocuk oyunları: Kuzey Kıbrıs örneği (Unpublished Master Thesis). Cyprus International University, Nicosia.
  • Bodrova, E., & Leong, D. J. (2007). Tools of the mind. Upper Saddle River, NJ: Pearson.
  • Demirkaya, G. (2014). Okul öncesi dönemde çocuğu olan anne babaların oyuncak seçiminde dikkat ettikleri unsurlar (Unpublished Master Thesis). Cyprus International University, Nicosia.
  • Durualp, E., & Aral, N. (2010). A study on the effects of play-based social competence training on social competence of six- year-old children. Hacettepe University Journal of Education, 39, 160-172.
  • Egemen, A., Yılmaz, Ö., & Akil, İ. (2004). Play, toy and children. ADÜ Tıp Fakültesi Dergisi, 5(2), 39-42.
  • Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly, 17, 216-238.
  • Elkonin, D. (1980). Psychologie des spiels. Berlin: Volk und Wissen Volkseigner Verlag.
  • Erbay, F., & Durmuşoğlu Saltalı, N. (2012). The place of play in six-year-olds’ daily life and mothers’ play perception. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(2), 249-264.
  • Erdal, K., & Erdal, G. (2003). Çocuk oyunlarında yaratıcılık. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17 (1), 37-46.
  • Erden, Ş., & Alisinanoğlu, F. (2002). Anaokullarına devam eden çocukların ebeveynlerinin çocuk oyun ve oyuncakları hakkındaki görüşlerinin incelenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 42-49.
  • Francis, B. (2010). Gender, toys and learning. Oxford Review of Education, 36(3), 325-344.
  • Frost, J. L. (1992). Play and playscapes. Albany: Delmar Publishers.
  • Garvey, C., & Kramer, T. L. (1998). The language of social pretend play. Developmental Review, 9, 364-382.
  • Ginsberg, H. (2006). Mathematical play and playful mathematics: A quide for early education. In S. Singer, R. M. Golinkoff & K. Hirsh-Pasek (Eds.) Play=learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 145-165). New York, NY: Oxford Unversity Press.
  • Giren, S. (2016). Early childhood education teachers’ metaphors about play concept for preschoolers. Journal of Theory and Practice in Education, 12(1), 372-388.
  • Goldstein, J. H. (1994). Toys, play and child development. Cambridge: Cambridge University Press.
  • Guttfried, A. W. (1986). The realtionship of play materials and parental involvement to young children’s cognitive development. In A. W. Guttfried & C. C. Brown (Eds.), Play interaction: The contribution of play materials and parental involvement to children’s development (pp. 327-334). Lexington, MA: Lexngton.
  • Haselager, G. J. T., Cillessen, A. H. N., Van Lieshout, C. F. M., Riksen-Walraven, J. M. A., & Hartup, W.W. (2002). Heterogeneity among peer-rejected boys across middle childhood: Developmental pathways of social behavior. Developmental Psychology, 38(3), 446–456.
  • Hughes, F. P. (2010). Children, play and development. California: SAGE.
  • Kaiser, J., Snyder, T. D., & Rogers, C. S. (1995). Adult choice of toys affects children’s prosocial and antisocial behaviour. Early Childhood Development and Care, 111(1), 181-193.
  • Kim, M. (2002). Parents’ perceptions and behaviors regarding toys for young children’s play in Korea. Education, 122(4), 793-807.
  • Koçyiğit, S., & Başara Baydilek, N. (2015). Analysis of the preschool children’s perceptions about play. YYU Journal of Education Faculty, 12(1), 1-28.
  • Levy, J. (1978). Play behavior. New York : John Wiley & Sons.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. London : Sage.
  • Liss, M. B. (1981). Patterns of top play: An analysis of sex differences. Sex Roles, 7(11), 1143-1150.
  • Lloyd, B., & Howe, N. (2003). Solitary play and convergent and divergent thinking skills in preschool children. Early Childhood Research Quarterly, 18, 22-41.
  • Logue, M. E., & Harvey, H. (2010). Preschool teachers’ views of active play. Journal of Research in Childhood Education, 24, 32-49.
  • Mertala, P., Karikoski, H., Tahtinen, L., & Sarenius, V.M. (2016). The value of toys: 6-8-year-old children’s toy preferences and the functional analysis of popular toys. International Journal of Play, 5(1), 11-27.
  • Moller, S. J. (2015). Imagination, platfulness, and creativity in children’s play with different toys. American Journal of Play, 7(3), 322-346.
  • Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16, 269-274.
  • Naerland, T., & Mantinsen, H. (2011). Child-child interactions and positive social focus among preschool children. Early Child Development and Care, 181(3), 361-370.
  • Özyürek, A. (2012). Aktif katılımlı aile eğitimi çalışması örneği “Çocuğumuza bir oyuncak yapalım”. IIB International Refereed Academic Social Sciences Journal, 3(5), 254-270.
  • Packer, M. (1994). Cultural work on the kindergarten playground: Articulating the ground of play. Human Development 37, 259–76.
  • Pellegrini, A. D., & Bjorklund, D. F. (2004). The ontogeny and phylogeny of children’s object and fantasy play. Human Nature, 15, 23-43.
  • Pilten, P., & Pilten, G. (2013). Okul çağı çocuklarının oyun kavramına ilişkin algılarının ve oyun tercihlerinin değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 15-31.
  • Rheingold, H. L., & Cook, K. V. (1975). The content of boys’ and girls’ room as an index of parents’ behaviors. Child Development, 46, 459-463.
  • Richards, L., & Morse, J. M. (2007). Users guide for qualitative methods (2nd ed.). Thousand Oaks, CA: Sage.
  • Silverman, D. (2008) Interpreting qualitative data (3rd ed.). London: Sage.
  • Singer, J. L. (1994). Imaginative play and adaptive development. In J. H. Goldstein (Ed.) Toys, play and child development (pp. 6-26). New York, NY: Cambridge University Press.
  • Smilansky, S. (1990). Sociodramatic play: Its relevance to behavior and achievement in school. In E. Klugnan & S. Smilansky (Eds.), Children’s play and learning: Perspectives and policy implications (pp. 18-42). New York: Teachers College, Columbia University.
  • Smith, P. K. (2010). Children and play. West Sussex: Wiley-Blackwell.
  • Sormaz, F., & Yüksel, H. (2012). Transforming childhood, industrialization of play and toys and consumer culture. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 11(3), 985-1008.
  • Spodek, B., & Saracho, O. N. (1987). The challenge of educational play. In D. Bergen (Ed.), Play: As a medium for learning and development (pp. 9-22). Portsmounth, NH: Heinemann.
  • Storli, R., & Sandseter, E. B. H. (2015). Preschool teachers’ perceptions of children’s rough-and-tumble play (R&T) in indoor and outdoor environments. Early Child Development and Care, 185(11-12), 1995-2009.
  • Sutton-Smith, B. (1997). The ambiguity of play. Cambridge: Harvard University Press.
  • Tannock, M. T. (2008). Rough and tumble play: An investigation of the perceptions of educators and young children. Early Childhood Education Journal, 35(4), 357-361.
  • Thyssen, S. (2003). Child culture, play and child development. Early Child Development and Care, 173(6), 589-612.
  • Trawick-Smith, J., Russell, H., & Swamnathan, S. (2010). Measuring the effects of toys on the probem-solving, creative and social behaviours of preschool children. Early Childhood Development and Care, 181(7), 909-927.
  • 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. Early Childhood Education Journal, 43(4), 249-256. doi: 10.1007/s10643-014-0644-7
  • Tuğrul, B. (2015). Oyunun gücü. In A. B. Aksoy (Ed.) Okul öncesi eğitimde oyun (pp. 10-30). Ankara: Hedef.
  • Tuğrul, B., Metin Aslan, Ö., Ertürk, H. G., & Özen Altınkaynak, Ş. (2014). Anaokuluna devam eden altı yaşındaki çocuklar ile okul öncesi öğretmenlerinin oyun hakkındaki görüşlerinin incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 97-116.
  • Ulutaş, A. (2011). The importance of drama and game in preschool period. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6, 233-242.
  • Van Manen, M. (1990). Researchng lived experience: Human Science for an action sensitive pedagogy. Albany, NY: Suny Press.
  • Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5, 6–18.
  • Yalçınkaya, T. (1995). Okul öncesinde anne babanın oyuncak seçimi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 7 (7), 323-328.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Youell, B. (2008). The importance of play and playfulness. European Journal of Psychotherapy and Counselling, 10(2), 121-129.

A Comparative Analysis of Children’s, Mothers’ and Teachers’ Views About Play and Toys

Year 2017, Volume: 3 Issue: 2, 222 - 241, 31.10.2017

Abstract

Play, which may be described as a natural occupation by the child, may be perceived differently by parents and teachers. The purpose of the current study is to explore children’s, mothers’ and teachers’ views about play and toys. The study was conducted on eleven children, seven mothers and nine pre-school teachers. Qualitative interviewing is employed as the primary method of data gathering. The results of the study demonstrate that children and mothers perceive play as a product of imagination and cannot think of play as being separate from imagination. All participants drew attention to gaining social skills regarding the importance and necessity of play. Additionally, children mentioned different characteristics of play and toys; mothers and teachers provided similar answers, emphasizing that play and toys should be safe, appropriate for the child’s age and development, help children gain social skills and be fun. In conclusion, it can be argued that the mothers’ responses were based on their observations while the teachers’ responses were based on their theoretical knowledge, and the children’s responses were based on their personal experiences.


References

  • Adak Özdemir, A., & Ramazan, O. (2012). Child, mother and teacher attitudes towards toys. Journal of Educational Sciences Research, 2(1), 1-16.
  • Almqvist, B. (1994). Educational toys, creative toys. In J. H. Goldstein (Ed.), Toys, play and child development (pp. 46-66). New York: Cambridge University Press.
  • Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research and Practice, 4, 1-12.
  • Billur, Ç. (2015). Nesilden nesile çocuk oyunları: Kuzey Kıbrıs örneği (Unpublished Master Thesis). Cyprus International University, Nicosia.
  • Bodrova, E., & Leong, D. J. (2007). Tools of the mind. Upper Saddle River, NJ: Pearson.
  • Demirkaya, G. (2014). Okul öncesi dönemde çocuğu olan anne babaların oyuncak seçiminde dikkat ettikleri unsurlar (Unpublished Master Thesis). Cyprus International University, Nicosia.
  • Durualp, E., & Aral, N. (2010). A study on the effects of play-based social competence training on social competence of six- year-old children. Hacettepe University Journal of Education, 39, 160-172.
  • Egemen, A., Yılmaz, Ö., & Akil, İ. (2004). Play, toy and children. ADÜ Tıp Fakültesi Dergisi, 5(2), 39-42.
  • Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly, 17, 216-238.
  • Elkonin, D. (1980). Psychologie des spiels. Berlin: Volk und Wissen Volkseigner Verlag.
  • Erbay, F., & Durmuşoğlu Saltalı, N. (2012). The place of play in six-year-olds’ daily life and mothers’ play perception. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(2), 249-264.
  • Erdal, K., & Erdal, G. (2003). Çocuk oyunlarında yaratıcılık. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17 (1), 37-46.
  • Erden, Ş., & Alisinanoğlu, F. (2002). Anaokullarına devam eden çocukların ebeveynlerinin çocuk oyun ve oyuncakları hakkındaki görüşlerinin incelenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 42-49.
  • Francis, B. (2010). Gender, toys and learning. Oxford Review of Education, 36(3), 325-344.
  • Frost, J. L. (1992). Play and playscapes. Albany: Delmar Publishers.
  • Garvey, C., & Kramer, T. L. (1998). The language of social pretend play. Developmental Review, 9, 364-382.
  • Ginsberg, H. (2006). Mathematical play and playful mathematics: A quide for early education. In S. Singer, R. M. Golinkoff & K. Hirsh-Pasek (Eds.) Play=learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 145-165). New York, NY: Oxford Unversity Press.
  • Giren, S. (2016). Early childhood education teachers’ metaphors about play concept for preschoolers. Journal of Theory and Practice in Education, 12(1), 372-388.
  • Goldstein, J. H. (1994). Toys, play and child development. Cambridge: Cambridge University Press.
  • Guttfried, A. W. (1986). The realtionship of play materials and parental involvement to young children’s cognitive development. In A. W. Guttfried & C. C. Brown (Eds.), Play interaction: The contribution of play materials and parental involvement to children’s development (pp. 327-334). Lexington, MA: Lexngton.
  • Haselager, G. J. T., Cillessen, A. H. N., Van Lieshout, C. F. M., Riksen-Walraven, J. M. A., & Hartup, W.W. (2002). Heterogeneity among peer-rejected boys across middle childhood: Developmental pathways of social behavior. Developmental Psychology, 38(3), 446–456.
  • Hughes, F. P. (2010). Children, play and development. California: SAGE.
  • Kaiser, J., Snyder, T. D., & Rogers, C. S. (1995). Adult choice of toys affects children’s prosocial and antisocial behaviour. Early Childhood Development and Care, 111(1), 181-193.
  • Kim, M. (2002). Parents’ perceptions and behaviors regarding toys for young children’s play in Korea. Education, 122(4), 793-807.
  • Koçyiğit, S., & Başara Baydilek, N. (2015). Analysis of the preschool children’s perceptions about play. YYU Journal of Education Faculty, 12(1), 1-28.
  • Levy, J. (1978). Play behavior. New York : John Wiley & Sons.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. London : Sage.
  • Liss, M. B. (1981). Patterns of top play: An analysis of sex differences. Sex Roles, 7(11), 1143-1150.
  • Lloyd, B., & Howe, N. (2003). Solitary play and convergent and divergent thinking skills in preschool children. Early Childhood Research Quarterly, 18, 22-41.
  • Logue, M. E., & Harvey, H. (2010). Preschool teachers’ views of active play. Journal of Research in Childhood Education, 24, 32-49.
  • Mertala, P., Karikoski, H., Tahtinen, L., & Sarenius, V.M. (2016). The value of toys: 6-8-year-old children’s toy preferences and the functional analysis of popular toys. International Journal of Play, 5(1), 11-27.
  • Moller, S. J. (2015). Imagination, platfulness, and creativity in children’s play with different toys. American Journal of Play, 7(3), 322-346.
  • Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16, 269-274.
  • Naerland, T., & Mantinsen, H. (2011). Child-child interactions and positive social focus among preschool children. Early Child Development and Care, 181(3), 361-370.
  • Özyürek, A. (2012). Aktif katılımlı aile eğitimi çalışması örneği “Çocuğumuza bir oyuncak yapalım”. IIB International Refereed Academic Social Sciences Journal, 3(5), 254-270.
  • Packer, M. (1994). Cultural work on the kindergarten playground: Articulating the ground of play. Human Development 37, 259–76.
  • Pellegrini, A. D., & Bjorklund, D. F. (2004). The ontogeny and phylogeny of children’s object and fantasy play. Human Nature, 15, 23-43.
  • Pilten, P., & Pilten, G. (2013). Okul çağı çocuklarının oyun kavramına ilişkin algılarının ve oyun tercihlerinin değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 15-31.
  • Rheingold, H. L., & Cook, K. V. (1975). The content of boys’ and girls’ room as an index of parents’ behaviors. Child Development, 46, 459-463.
  • Richards, L., & Morse, J. M. (2007). Users guide for qualitative methods (2nd ed.). Thousand Oaks, CA: Sage.
  • Silverman, D. (2008) Interpreting qualitative data (3rd ed.). London: Sage.
  • Singer, J. L. (1994). Imaginative play and adaptive development. In J. H. Goldstein (Ed.) Toys, play and child development (pp. 6-26). New York, NY: Cambridge University Press.
  • Smilansky, S. (1990). Sociodramatic play: Its relevance to behavior and achievement in school. In E. Klugnan & S. Smilansky (Eds.), Children’s play and learning: Perspectives and policy implications (pp. 18-42). New York: Teachers College, Columbia University.
  • Smith, P. K. (2010). Children and play. West Sussex: Wiley-Blackwell.
  • Sormaz, F., & Yüksel, H. (2012). Transforming childhood, industrialization of play and toys and consumer culture. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 11(3), 985-1008.
  • Spodek, B., & Saracho, O. N. (1987). The challenge of educational play. In D. Bergen (Ed.), Play: As a medium for learning and development (pp. 9-22). Portsmounth, NH: Heinemann.
  • Storli, R., & Sandseter, E. B. H. (2015). Preschool teachers’ perceptions of children’s rough-and-tumble play (R&T) in indoor and outdoor environments. Early Child Development and Care, 185(11-12), 1995-2009.
  • Sutton-Smith, B. (1997). The ambiguity of play. Cambridge: Harvard University Press.
  • Tannock, M. T. (2008). Rough and tumble play: An investigation of the perceptions of educators and young children. Early Childhood Education Journal, 35(4), 357-361.
  • Thyssen, S. (2003). Child culture, play and child development. Early Child Development and Care, 173(6), 589-612.
  • Trawick-Smith, J., Russell, H., & Swamnathan, S. (2010). Measuring the effects of toys on the probem-solving, creative and social behaviours of preschool children. Early Childhood Development and Care, 181(7), 909-927.
  • 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. Early Childhood Education Journal, 43(4), 249-256. doi: 10.1007/s10643-014-0644-7
  • Tuğrul, B. (2015). Oyunun gücü. In A. B. Aksoy (Ed.) Okul öncesi eğitimde oyun (pp. 10-30). Ankara: Hedef.
  • Tuğrul, B., Metin Aslan, Ö., Ertürk, H. G., & Özen Altınkaynak, Ş. (2014). Anaokuluna devam eden altı yaşındaki çocuklar ile okul öncesi öğretmenlerinin oyun hakkındaki görüşlerinin incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 97-116.
  • Ulutaş, A. (2011). The importance of drama and game in preschool period. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6, 233-242.
  • Van Manen, M. (1990). Researchng lived experience: Human Science for an action sensitive pedagogy. Albany, NY: Suny Press.
  • Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5, 6–18.
  • Yalçınkaya, T. (1995). Okul öncesinde anne babanın oyuncak seçimi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 7 (7), 323-328.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Youell, B. (2008). The importance of play and playfulness. European Journal of Psychotherapy and Counselling, 10(2), 121-129.
There are 60 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Azize Ummanel

Publication Date October 31, 2017
Submission Date September 1, 2017
Published in Issue Year 2017 Volume: 3 Issue: 2

Cite

APA Ummanel, A. (2017). A Comparative Analysis of Children’s, Mothers’ and Teachers’ Views About Play and Toys. Uluslararası Beşeri Bilimler Ve Eğitim Dergisi, 3(2), 222-241.

International Journal of Humanities and Education (IJHE) 

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