Okul Öncesi Dönemdeki Çocukların Hayali Yatkınlıkları, -Mış gibi Becerileri ve Ebeveyn Tutumları Arasındaki İlişkiler

Yıl 2021, Cilt: 50 Sayı: 2, 929 - 964, 29.10.2021

Ege Kamber , Hatice Şeyma Kara Deniz Tahiroğlu

https://doi.org/10.14812/cuefd.850754

Öz

Çocukların günlük hayatlarında hayal güçlerini kullanırken gözlemlenen bireysel farklılıklar hayali yatkınlık olarak tanımlanmaktadır. Bu araştırmada okul öncesi dönemdeki çocukların hayali yatkınlıklarının incelenmesi ve -mış gibi oyun ve ebeveyn tutumları ile ilişkisinin araştırılması hedeflenmiştir. Çalışmaya 3 ve 4 yaşlarındaki 78 çocuk ve ebeveynleri katılmıştır. Çocukların hayali yatkınlıkları mülakat yoluyla bilgi alınarak ve ebeveynlerinden anket yoluyla bilgi toplanarak; -mış gibi becerileri çocuklara bazı davranışsal görevler verilerek; çocuklarının oyunlarına yönelik ebeveyn tutumları ise anket yoluyla ölçülmüştür. Sonuçlara göre çocukların hayali yatkınlıklarında cinsiyete bağlı farklılıklar gözlenmiştir. Oğlan çocuklarının günlük hayatlarında gerçekçi oyun, düşünce ve aktiviteleri, hayali olanlara kıyasla daha çok tercih ettikleri bulunmuştur. Kız çocuklarının ise hayali ve gerçekçi tercihleri birbirlerinden ayrılmamakla beraber oğlan çocuklarına kıyasla tercihlerinin daha çok hayali ögeler içerdiği ve daha yüksek hayali yatkınlıklarının olduğu görülmüştür.

Anahtar Kelimeler

Hayali yatkınlık, -Mış gibi oyun, Ebeveyn tutumları, Okul öncesi çocuklar.

Destekleyen Kurum

Türkiye Bilimsel ve Teknolojik Araştırma Kurumu

Proje Numarası

114K330

Teşekkür

Araştırmaya katkılarından dolayı katılımcı ailelere ve çocuklara; verilerin toplanmasında ve kodlanmasında yardımcı olan asistanlara teşekkür ederiz.

Relations between Fantasy Orientation, Pretense and Parental Attitudes in Preschool Children

Öz

Fantasy orientation (FO) refers to the individual differences to the extent that children prefer pretend activities over real ones. In the current study, the relations between children’s FO, pretend play, and parental attitudes towards child's play were examined. Seventy-eight 3- to 4- year-old children and their parents participated in the study. FO was assessed with child interviews and parent questionnaires. Several behavioral tasks were administered to measure pretend play. The parents also completed a questionnaire about their attitudes towards child’s play behavior. The results showed that there are gender differences in children’s FO: Boys preferred real games, thoughts, and activities more often than the pretend ones. However, girls’ pretend and real preferences did not differ. Yet, overall, girls preferred more pretend games, thoughts, and activities and were more fantasy-oriented compared to the boys. Children’s pretend play was not associated with parental attitudes towards play behavior. However, there were associations between pretend play and FO: The amount of time spent pretend playing was correlated with children’s FO. Further, parents’ positive attitudes regarding pretense predicted higher FO in children. Also, only for boys, parents’ stance on the educational value of pretend play predicted higher FO. The findings and implications are discussed.

Anahtar Kelimeler

Fantasy orientation, Pretend play, Parental attitudes, Preschool children.

Proje Numarası

114K330

Kaynakça

• Aksoy, P. (2019). A descriptive study on the play contents of children aged five-six attending kindergarten. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(2), 1220-1268. doi: 10.14812/cufej.567515
• Arıcı, M. & Tüfekçi Akcan, A. (2019). Okul öncesi dönemde anne-çocuk birlikte hikaye kitabı okuma davranışlarının incelenmesi. [An Examination of Mothers and Preschool Children’s Book Reading Behaviors]. Journal of Education for Life, 33(1), 100-120. doi:10.33308/26674874.201933195
• Barnes, J. L., Bernstein, E., & Bloom, P. (2015). Fact or fiction? Children’s preferences for real versus make-believe stories. Imagination, Cognition and Personality, 34(3), 243-258. doi:10.1177/0276236614568632
• Bloom, P. (2010). How pleasure works: The new science of why we like what we like. New York, NY: WW Norton & Co.
• Bunce, L. & Woolley, D. J. (2021). Fantasy orientation and creativity in childhood: A closer look. Cognitive Development, 57, 100979. doi: 10.1016/j.cogdev.2020.100979
• Carlson, S., & Taylor, M. (2005). Imaginary companions and impersonated characters: Sex differences in children's fantasy play. Merril-Palmer Quartely, 51(1), 93-118. doi:10.1353/mpq.2005.0003.
• Carlson, S., Taylor, M., & Levin, G. (1998). The influence of culture on pretend play: The case of Mennonit children. Merril-Palmer Quartely, 44(4), 538-565.
• Danziger, E. (2006). The thought that counts: Understanding variation in cultural theories of interaction. In S. Levinson, & N. Enfield (Eds.). The roots of human sociality: Culture, cognition and human interaction (pp. 259-278). Oxford: Berg Press.
• Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224. doi:10.1598/ RRQ.35.2.1
• Gaskins, S. (1999). Children's daily lives in a Mayan village: A case study of culturally constructed roles and activities. In A. Goncu (Ed.), Children's engagement in the world: Sociocultural perspectives (pp. 25-60). Massachusetts, MA: Cambridge University Press.
• Türkiye İstatistik Kurumu. (2017). Gelir ve yaşam koşulları araştırması, 2016 [Income and Living Conditions Survey, 2016], (24579). Erişim adresi: https://data.tuik.gov.tr/Bulten/Index?p=Gelir-ve-Yasam-Kosullari-Arastirmasi-2016-24579
• Gibson, J. L., Fink, E., Torres, P. E., Browne, W. V., & Mareva, S. (2019). Making sense of social pretense: The effect of the dyad, sex and language ability in a large observational study of children’s behaviors in a social pretend play context. Social Development, 29(2), 525-543. doi:10.1111/sode.12420
• Gilpin, A. T., Brown, M. M., & Pierucci, J. M. (2015). Relations between fantasy orientation and emotion regulation in preschool. Early Education and Development, 26(7), 920-932. doi:10.1080/10409289.2015.1000716
• Gleason, T. (2005). Mothers’ and fathers’ attitudes regarding pretend play in the context of imaginary companions and of child gender. Merrill-Palmer Quarterly, 51(4). 412-436. doi:10.1353/mpq.2005.0022
• Haight, W. L. (1999). The pragmatics of caregiver-child pretending at home: Understanding culturally specific socialization practices. In A. Goncu (Ed.), Children's engagement in the world: Sociocultural perspectives (p. 128-147). Massachusetts, MA: Cambridge University Press.
• Haight, W. L., & Miller, P. J. (1993). Pretending at home: Early development in a sociocultural context. New York, NY: State University of New York Press.
• Haight, W. L., Parke, R. D., & Black, J. E. (1997). Mothers' and fathers' beliefs about and spontaneous participation in their toddlers' pretend play. Merrill-Palmer Quarterly 43(2), 271-290.
• Haight, W. L., Wang, X. L., Fung, H. H. T., Williams, K., & Mintz, J. (1999). Universal, developmental, and variable aspects of young children's play: A cross‐cultural comparison of pretending at home. Child Development, 70(6), 1477-1488. doi:10.1111/1467-8624.00107.
• Harris, P. L. (2021). Early constraints on the imagination: The realism of young children. Child Development, 92(2), 466-483. doi:10.1111/cdev.13487
• Hopkins, E. J., & Weisberg, D. S. (2017). The youngest readers’ dilemma: A review of children’s learning from fictional sources. Developmental Review, 43, 48-70. doi:10.1016/j.dr.2016.11.001.
• Jaggy, A.K., Perren, S., & Sticca, F. (2020). Assessing preschool children’s social pretend play competence: An empirical comparison of three different assessment methods. Early Education and Development, 31(8), 1206-1223. doi:10.1080/10409289.2020.1712633
• Jones, A., & Glenn, S. M. (1991). Gender differences in pretend play in a primary school group. Early Child Development and Care, 77(1), 127-135. doi:10.1080/0300443910770112
• Kamil, M. L., & Bernhard, E. B. (2004). The science of reading and the reading of science: Successes, failures, and promises in the search for prerequisite reading skills for science. In E. W. Saul (Ed.), Crossing borders in literacy and language instruction: Perspectives on theory and practice (pp. 123- 139). Arlington, VA: NSTA Press.
• Kaugars, A. S., & Russ, S. W. (2009). Assessing preschool children's pretend play: Preliminary validation of the Affect in Play Scale-Preschool version. Early Education and Development, 20(5),733-755. doi:10.1080/10409280802545388
• Koçak, Ö. ve Göktaş, Y. (2020). Ebeveynlerin çizgi filmlere yönelik bakış açılarının ve görüşlerinin incelenmesi [An Examination of Parental Opinions and Attitudes About Cartoons]. Erken Çocukluk Çalışmaları Dergisi, 4(1), 52-73. doi: 10.24130/eccd-jecs.1967202041202
• Kotaman, H. ve Tekin, A.K. (2017). Informational and fictional books: Young children’s book preferences and teachers’ perspectives. Early Child Development and Care, 187, 600-614. doi: 10.1080/03004430.2016.1236092
• Lillard, A. S. (2015). The development of play. In L. S. Liben & U. Mueller (Eds.), Handbook of child psychology and developmental science: Cognitive processes (Vol. 2, 7th ed., pp. 425-468). New York, NY: Wiley-Blackwell doi:10.1002/9781118963418.childpsy211
• Lillard, A., Nishida, T., Massaro, D., Vaish, A., Ma, L., & McRoberts, G. (2007). Signs of pretense across age and scenario. Infancy, 11(1), 1-30. doi: 10.1207/s15327078in1101_1
• Lillard, A., Pinkham, A. M., & Smith, E. (2011). Pretend play and cognitive development. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (p. 285-311). Chichester, UK: Wiley-Blackwell.
• Lillard, A. S., & Taggart, J. (2019). Pretend play and fantasy: What if montessori was right?. Child Development Perspectives, 13(2), 85-90. doi:10.1111/cdep.12314
• Lin, Y. C., & Yawkey, T. (2013). Does play matter to parents? Taiwanese parents' perceptions of child's play. Education, 134(2), 244-254.
• Lindsey, E. W., & Colwell, M. J. (2013). Pretend and physical play: Links to preschoolers' affective social competence. Merrill-Palmer Quarterly, 59(3), 330-360. doi:10.13110/merrpalmquar1982.59.3.0330
• Moss, B., & Newton, E. (2002). An examination of the informational text genre in basal readers. Reading Psychology, 23, 1-13. doi:10.1080/027027102317345376
• Nicolopoulou, A. (1993). Play, cognitive development, and the social world: Piaget, Vygotsky, and beyond. Human Development, 36(1), 1-23. doi:10.1159/000277285
• Overton, W. F., & Jackson, J. P. (1973). The representation of imagined objects in action sequences: A developmental study. Child Development, 44(2), 309-314. doi:10.2307/1128052
• Parmar, P., Harkness, S., & Super, C. M. (2004). Asian and Euro-American parents' ethnotheories of play and learning: Effects on preschool children's home routines and school behaviour. International Journal of Behavioral Development, 28(2), 97-104. doi:10.2307/1128052
• Pierucci, J. M., O’Brien, C. T., McInnis, M. A., Gilpin, A. T., & Barber, A. B. (2013). Fantasy orientation constructs and related executive function development in preschool: Developmental benefits to executive functions by being a fantasy-oriented child. International Journal of Behavioral Development, 38(1), 62-69. doi:10.1177/0165025413508512
• Rideout, V. (2017). The Common Sense census: Media use by kids age zero to eight (pp. 263-283). San Francisco, CA: Common Sense Media.
• Rideout, V. J., Vandewater, E. A. ve Wartella, E. A. (2003). Zero to six: Electronic media in the lives of infants, toddlers and preschoolers. Menlo Park, CA: Kaiser Family Foundation.
• Robinson, C.C., Larsen, J. M., Haupt, J. H., & Mohlman, J. (1997) Picture book selection behaviors of emergent readers: Influence of genre, familiarity, and book attributes. Reading Research and Instruction, 36(4),287-304.
• Rubin, K., Watson, K., & Jambor, T. (1978). Free-play behaviors in preschool and kindergarten children. Child Development, 49(2), 534-536. doi:10.2307/1128725
• Sharon, T., & Woolley, J. D. (2004). Do monsters dream? Young children's understanding of the fantasy/reality distinction. British Journal of Developmental Psychology, 22(2), 293-310. doi: 10.1348/026151004323044627
• Shuler, C., Levine, Z., & Ree, J. (2012). iLearn II An analysis of the education category of Apple’s app store. New York, NY: The Joan Ganz Cooney Center
• Singer, D. G., & Singer, J. L. (1990). The house of make-believe: Children's play and the developing imagination. Cambridge, MA: Harvard University Press.
• Storli, R., & Hansen Sandseter, E. B. (2019). Children's play, well-being and involvement: how children indoors and outdoors in Norwegian early childhood education and care institutions. International Journal of Play, 8(1), 65-78. doi:10.1080/21594937.2019.1580338
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (7th ed.). New York, NY: Pearson.
• Taggart, J., Becker, I., Rauen, J., Al Kallas, H., & Lillard, A. S. (2020). What shall we do: Pretend or real? Preschoolers’ choices and parents’ perceptions. Journal of Cognition and Development, 21(2), 261-281. doi:10.1080/15248372.2019.1709469
• Taggart, J., Eisen, S., & Lillard, A. S. (2019). The current landscape of US children’s television: Violent, prosocial, educational, and fantastical content. Journal of Children and Media, 13(3), 276-294. doi:10.1080/17482798.2019.1605916
• Taggart, J., Heise, M. J., & Lillard, A. S. (2018). The real thing: Preschoolers prefer actual activities to pretend ones. Developmental Science, 21(3). doi:10.1111/desc.12582
• Tahiroglu, D., Mannering, A. M., & Taylor, M. (2011). Visual and auditory imagery associated with children's imaginary companions. Imagination, Cognition and Personality, 31(1), 99-112. doi:10.2190/IC.31.1-2.i
• Taşçı, E. (2019). 0-36 ay çocuklara yönelik resimli çocuk kitaplarının bir analizi. (Unpublished Master’s Thesis) [An analysis of Picture Books for 0- to 36-Month-Old Children], Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Taylor, M., & Carlson, S. M. (1997). The relation between individual differences in fantasy and theory of mind. Child Development, 68(3), 436-455. doi:10.1111/j.1467-8624.1997.tb01950.x
• Taylor, M., Sachet, A. B., Maring, B. L., & Mannering, A. M. (2013). The assessment of elaborated role‐play in young children: Invisible friends, personified objects, and pretend identities. Social Development, 22(1), 75-93. doi:10.1111/sode.12011
• Thibodeau-Nielsen, R. B., Gilpin, A. T., Nancarrow, A. F., Pierucci, J. M., & Brown, M. M. (2020). Fantastical pretense’s effects on executive function in a diverse sample of preschoolers. Journal of Applied Developmental Psychology, 68, 101137. doi:10.1016/j.appdev.2020.101137
• Vandewater, E. A., Rideout, V. J., Wartella, E. A., Huang, X., Lee, J. H., & Shim, M. S. (2007). Digital childhood: electronic media and technology use among infants, toddlers, and preschoolers. Pediatrics, 119(5). doi:10.1542/peds.2006-1804
• Weisberg, D. S., Ilgaz, H., Hirsh-Pasek, K., Golinkoff, R., Nicolopoulou, A., & Dickinson, D. K. (2015). Shovels and swords: How realistic and fantastical themes affect children’s word learning. Cognitive Development, 35, 1-14. doi: 10.1016/j.cogdev.2014.11.001
• Weisberg, D. S., Sobel, D. M., Goodstein, J., & Bloom, P. (2013). Young children are reality-prone when thinking about stories. Journal of Cognition and Culture, 13(3-4), 383-407. doi:10.1163/15685373-12342100
• Woolley, J. D., & Nissel, J. (2020). Development of the fantasy-reality distinction. In A. Abraham (Ed.), The Cambridge Handbook of the Imagination. Cambridge University Press. doi: 10.1017/9781108580298
• Woolley, J.D., & Gilpin, A.T. (2020). Development of imagination and fantasy. In M. Haith, & J. Benson (Eds.), Encyclopedia of infant and early childhood development (pp. 430-437). Elsevier Press. doi:10.1016/B978-0-12-809324-5.21821-X