Okul Öncesi Çocuklarda Oyun Terapisinin Ayrılık Kaygısı Üzerine Etkisi: Randomize Kontrollü Çalışma
Yıl 2023,
, 667 - 674, 28.09.2023
Öznur Yılmaz Demirer
,
Aysel Topan
Öz
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.
Kaynakça
- 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.
Evaluation of the Effect of Play Therapy on Separation Anxiety among Preschool Children: A Randomized Controlled Study
Yıl 2023,
, 667 - 674, 28.09.2023
Öznur Yılmaz Demirer
,
Aysel Topan
Öz
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.
Kaynakça
- 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.