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Okul Öncesi Dönem Çocuklarının Oynama Eğilimlerinin Öğretmenlerinin Eğlence Eğilimleri Açısından Değerlendirilmesi

Yıl 2020, Cilt: 22 Sayı: 2, 431 - 446, 31.08.2020

Öz





Oynama eğilimi çocukların bulundukları
ortamı kendilerine eğlenceli ve keyifli kılacak şekilde dönüştürebilme özelliği
olarak tanımlanmaktadır. Eğlence eğilimi terimi ise tıpkı oyun oynama eğilimi
gibi kişiliği tanımlayan bir terim olmakla birlikte yetişkin kişiliği için
kullanılmaktadır. Okul öncesi dönem çocuklarının ve öğretmenlerinin bu kişilik özelliklerinin
incelenmesi önemli görülmektedir. Araştırmanın amacı okul öncesi dönem
çocuklarının oynama eğilimlerinin öğretmenlerinin eğlence eğilimleri açısından
değerlendirilmesidir. Ayrıca çocukların oynama eğilimlerinin demografik
özelliklerine (cinsiyet ve yaş) göre farklılaşıp farklılaşmadığının incelenmesi
amaçlanmaktadır. Araştırma nicel araştırma yöntemlerinden tarama modeli ile
yürütülmüştür. Araştırmanın çalışma grubu, İstanbul’daki okul öncesi eğitim
kurumlarına devam eden 5-6 yaş grubu 122 çocuk ve bu çocukların 7 öğretmeninden
oluşmaktadır. Veri toplama aracı olarak “Çocuklar için Oynama Eğilimi Ölçeği”
ve “Yetişkin Eğlence Eğilimi Ölçeği” kullanılmıştır. Araştırmanın sonucunda
okul öncesi dönem çocuklarının oynama eğilimleri ve öğretmenlerin eğlence
eğilimlerinin yüksek düzeyde olduğu; oynama eğilimi açısından kız ve erkek
çocuklar arasında anlamlı bir farklılık olmadığı; 5 yaş grubu çocukların oynama
eğilimlerinin, 6 yaş grubu çocuklardan anlamlı olarak daha yüksek olduğu tespit
edilmiştir. Çocukların oynama eğilimlerinin, öğretmenlerinin eğlence eğilimi
düzeylerine göre farklılaştığı sonucuna ulaşılmıştır. Bu sonuca göre eğlence
eğilimi çok yüksek, yüksek ve orta düzeyde olan öğretmenlerin çocuklarının
oynama eğilimleri, eğlence eğilimi düşük düzeyde olan öğretmenlerin
çocuklarından anlamlı olarak daha yüksektir. 



Kaynakça

  • Bae, B. (2012). Children and teachers as partners in communication: Focus on spacious and narrow interactional patterns. International Journal of Early Childhood, 44(1), 53-69. Doi: https://doi.org/10.1007/s13158-012-0052-3
  • Barnett, L. A. (1998). The adaptive powers of being playful. In M. C. Duncan, G. Chick, & A. Aycock (Eds.), Play and culture studies: Diversions and divergences in fields of play (pp. 97-119). Greenwich, CT: Ablex Publishing.
  • Barnett, L. A. (2018). The education of playful boys: class clowns in the classroom. Frontiers in Psychology, 9, 232. Doi: https://doi.org/10.3389/fpsyg.2018.00232
  • Barnett, L. A., & Kleiber, D. A. (1982). Concomitants of playfulness in early childhood: Cognitive abilities and gender. The Journal of Genetic Psychology, 141(1), 115-127. Doi: 10.1080/00221325.1982.10533462
  • Bodrova, E., & Leong, D. J. (2003). The importance of being playful. Educational Leadership, 60(7), 50-53.
  • Canaslan, B. (2018). Early childhood in-service teachers’ playfulness traits and views on playfulness (Unpublished master thesis). Middle East Technical University, Ankara.
  • Casas, A. K. (2003). Childhood playfulness as a predictor of adult playfulness and creativity: a longitudinal study (Unpublished master thesis). Virginia State University, USA. Chang, P. J., Qian, X., & Yarnal, C. (2013). Using playfulness to cope with psychological stress: taking into account both positive and negative emotions. International Journal of Play, 2(3), 273-296. Doi: http://dx.doi.org/10.1080/21594937.2013.855414
  • Chang, P. J., Yarnal, C., & Chick, G. (2016). The longitudinal association between playfulness and resilience in older women engaged in the red hat society. Journal of Leisure Research, 48(3), 210-227. Doi: http://dx.doi.org/10.18666/JLR-2016-V48-I3-6256
  • Choi, J. Y., & Shin, N. (2016). Exploring the effects of attachment security and playfulness on social competence among 4-year-old preschool children. Korean Journal of Childcare and Education, 12(2), 219-238.
  • Choi, M. S., & Kim, J. H. (2006). The effect of playfulness on the social skills of young children: A study of gender differences. Korean Journal of Child Studies, 27(4), 103-116.
  • Christian, K. M. (2011). The construct of playfulness: Relationships with adaptive behaviors, humor, and early play ability (Unpublished doctoral thesis). Case Western Reserve University, USA.
  • Dodd, A. T., & Wilson, J. T. (1998). The playfulness of toddlers in adult-directed, adult-assisted, and exploratory play contexts. https://files.eric.ed.gov/fulltext/ED423027.pdf adresinden erişildi.
  • Erikson, E. (1972). Play and civilization. J. Bruner, A. Jolly, & K. Sylva. (Eds.), In Play: Its role in development and evolution (pp. 690-440). New York, NY: Basic Books.
  • Fabrizi, S. (2014). Measuring the playfulness of children with special needs in occupational therapist led, caregiver-included community playgroups (Unpublished doctoral thesis). Nova Southeastern University, USA.
  • Graham, B. C., Sawyers, J. K., & DeBord, K. B. (1989). Teachers’ creativity, playfulness, and style of interaction with children. Creativity Research Journal, 2(1-2), 41-50. Doi: https://doi.org/10.1080/10400418909534299
  • Hamm, E. M. (2006). Playfulness and the environmental support of play in children with and without developmental disabilities. OTJR: Occupation, Participation and Health, 26(3), 88-96. Doi: https://doi.org/10.1177/153944920602600302
  • Howard, J., Jenvey, V., & Hill, C. (2006). Children’s categorisation of play and learning based on social context. Early Child Development and Care, 176(3-4), 379–393. Doi: https://doi.org/10.1080/03004430500063804
  • Jung, J. (2011). Caregivers' playfulness and infants' emotional stress during transitional time. Early Child Development and Care, 181(10), 1397-1407. Doi: https://doi.org/10.1080/03004430.2010.532873
  • Kang, J. H., & Lee, K. N. (2011). Effects of children's individual variables and maternal parenting on children's playfulness. Korean Journal of Childcare and Education, 7(2), 159-180.
  • Karaman, N. G. (2009). The relationship between cognitive styles and play behaviour of 5-6 years old kindergarden children. Egitim Bilimleri Fakultesi Dergisi, 42(2), 163.
  • Karasar, N. 2000. Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık.
  • Katz, L. G. (1993). Dispositions as educational goals. ERIC Digest.
  • Keleş, S., & Yurt, Ö. (2017). An investigation of playfulness of pre-school children in Turkey. Early Child Development and Care, 187(8), 1372-1387. Doi: 10.1080/03004430.2016.1169531
  • Kinkead-Clark, Z. (2019). Exploring children’s play in early years learning environments; what are the factors that shape children’s play in the classroom? Journal of Early Childhood Research, 17(3), 1-13. Doi: https://doi.org/10.1177/1476718X19849251
  • Ko, Y. J., & Kim, M. S. (2013). The differences in childrens play behavior according to the level of their playfulness, leadership and communicative ability. Korean Journal of Child Studies, 34(1), 175-189. Doi: dx.org/10.5723/KJCS.2013.34.1.175
  • Kwon, H. J. (2013). The effects of early childhood teachers' playfulness, Teachers' positive play beliefs and teaching efficacy on play on teachers' strategies of problem behavior guidance. Korean Journal of Childcare and Education, 9(1), 175-200.
  • Lim, Y. O., Yee, Y. H., & Oh, K. Y. (2006). The relationship between children's creativity, playfulness and multiple intelligence. Korean Journal of Human Ecology, 9(1), 15-24.
  • Macun, B., & Güvendi, Ö. F. (2019). Okul öncesi dönem çocuklarının oynama eğilimlerinin çeşitli değişkenler açısından incelenmesi. EKEV Akademi Dergisi, 23(78), 79-98.
  • Magnuson, C. D., & Barnett, L. A. (2013). The playful advantage: How playfulness enhances coping with stress. Leisure Sciences 35(2), 129-144. Doi: https://doi.org/10.1080/01490400.2013.761905
  • MEB (2013). Okul öncesi eğitim programı. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf adresinden alınmıştır.
  • Moller, S. J. (2015). Imagination, playfulness, and creativity in children's play with different toys. American Journal of Play, 7(3), 322-346.
  • Pinchover, S. (2017). The relation between teachers’ and children’s playfulness: a pilot study. Frontiers in Psychology, 8, 2214. Doi: https://doi.org/10.3389/fpsyg.2017.02214
  • Pinchover, S., Shulman, C., & Bundy, A. (2016). A comparison of playfulness of young children with and without autism spectrum disorder in interactions with their mothers and teachers. Early Child Development and Care, 186(12), 1893-1906. Doi: https://doi.org/10.1080/03004430.2015.1136622
  • Proyer, R. T., & Jehle, N. (2013). The basic components of adult playfulness and their relation with personality: The hierarchical factor structure of seventeen instruments. Personality and Individual Differences, 55(7), 811-816. Doi: https://doi.org/10.1016/j.paid.2013.07.010
  • Proyer, R. T., & Wagner, L. (2015). Playfulness in adults revisited: the signal theory in German speakers. American Journal of Play, 7(2), 201-227.
  • Rentzou, K. (2014). Preschool children's social and nonsocial play behaviours. Measurement and correlations with children's playfulness, behaviour problems and demographic characteristics. Early Child Development and Care, 184(4), 633-647. Doi: 10.1080/03004430.2013.806496
  • Saunders, I., Sayer, M., & Goodale, A. (1999). The relationship between playfulness and coping in preschool children: A pilot study. American Journal of Occupational Therapy, 53(2), 221-226.
  • Shen, X. (2010). Adult playfulness as a personality trait: Its conceptualization, measurement, and relationship to psychological well-being (Unpublished doctoral thesis). The Pennsylvania State University, USA.
  • Singer, E. (2013). Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal, 21(2), 172-184. Doi: 10.1080/1350293X.2013.789198
  • Singer, E. (2015). Play and playfulness in early childhood education and care. Psychology in Russia, 8(2), 27.
  • Sproule, L., Walsh, G., & McGuinness, C. (2019). More than ‘just play’: picking out three dimensions of a balanced early years pedagogy. International Journal of Early Years Education, 1-14. Doi: 10.1080/09669760.2019.1628011
  • Synodi, E., Linardakis, M., Sadauskienė, R., Kochanskienė, A., & Rimavičienė, D. (2015). Teachers’ approach to playfulness in the process of education/learning in Lithuania and Greece. Signum Temporis, 7(1), 15-19. Doi: 10.1515/sigtem-2016-0002
  • Taylor, S. I., & Rogers, C. S. (2001). The relationship between playfulness and creativity of Japanese preschool children. International Journal of Early Childhood, 33(1), 43-49. Doi: https://doi.org/10.1007/BF03174447
  • Taylor, S. I., Rogers, C. S., & Kaiser, J. (1999). A comparison of playfulness among American and Japanese preschoolers. Play contexts revisited, 2, 143.
  • Taylor, S. I., Rogers, C. S., Dodd, A. T., Kaneda, T., Nagasaki, I., Watanabe, Y., & Goshiki, T. (2004). The meaning of play: A cross‐cultural study of American and Japanese teachers’ perspectives on play. Journal of Early Childhood Teacher Education, 24(4), 311-321. Doi: https://doi.org/10.1080/1090102040240411
  • Tegano, D. W., Groves, M. M., & Catron, C. E. (1999). Early childhood teachers’ playfulness and ambıguity tolerance: essential elements of encouraging creative potential of chıldren. Journal of Early Childhood Teacher Education, 20(3), 291-300. Doi: 10.1080/0163638990200307
  • Trevlas, E., Grammatikopoulos, V., Tsigilis, N., & Zachopoulou, E. (2003). Evaluating playfulness: Construct validity of the children's playfulness scale. Early Childhood Education Journal, 31(1), 33-39. Doi: https://doi.org/10.1023/A:1025132701759
  • Trevlas, E., Matsouka, O., & Zachopoulou, E. (2003). Relationship between playfulness and motor creativity in preschool children. Early Child Development and Care, 173(5), 535-543.
  • Youell, B. (2008). The importance of play and playfulness. European Journal of Psychotherapy and Counselling, 10(2), 121-129. Doi: 10.1080/13642530802076193.
  • Yurt, Ö., Keleş, S., & Koğar, H. (2016). Yetişkin eğlence eğilimi özeliği ölçeği Türkçe formunun psikometrik özelliklerinin incelenmesi. International Journal of Human Sciences, 13(1), 650-662. Doi: 10.14687/ijhs.v13i1.3539
  • Zachopoulou, E., Trevlas, E., & Tsikriki, G. (2004). Perceptions of gender differences in playful behaviour among kindergarten children. European Early Childhood Education Research Journal, 12(1), 43-53. Doi: https://doi.org/10.1080/13502930485209301

Examination of Preschool Children's Playfulness in Terms of Playfulness Trait of Teachers

Yıl 2020, Cilt: 22 Sayı: 2, 431 - 446, 31.08.2020

Öz





The
aim of the study was to evaluate the tendency of preschool children to play in
terms of their teachers' recreational tendencies. In addition, it is aimed to
examine whether children's tendency to play differ according to demographic
characteristics. This study was conducted with a survey model, one of the
quantitative research methods. The working group of the study consists of 122
children 5-6 years old and 7 teachers of these children attending preschool
education institutions in Istanbul. In the research, “Children's Playfulness
Scale” and “Adult Playfulness Trait Scale” was used. As a result of the
research, it was determined that the playfulness levels of preschool children
were at the middle level. It was concluded that children's playfulness differed
according to their teachers' playfulness. According to this result, the
playfulness of children of teachers who have high playfulness level, high and
medium level of playfulness level is significantly higher than children of
teachers with low playfulness level. According to the results of the study,
5-year-old children's playfulness is significantly higher than 6-year-old
children. There was no significant difference between boys and girls in terms
of playfulness. 



Kaynakça

  • Bae, B. (2012). Children and teachers as partners in communication: Focus on spacious and narrow interactional patterns. International Journal of Early Childhood, 44(1), 53-69. Doi: https://doi.org/10.1007/s13158-012-0052-3
  • Barnett, L. A. (1998). The adaptive powers of being playful. In M. C. Duncan, G. Chick, & A. Aycock (Eds.), Play and culture studies: Diversions and divergences in fields of play (pp. 97-119). Greenwich, CT: Ablex Publishing.
  • Barnett, L. A. (2018). The education of playful boys: class clowns in the classroom. Frontiers in Psychology, 9, 232. Doi: https://doi.org/10.3389/fpsyg.2018.00232
  • Barnett, L. A., & Kleiber, D. A. (1982). Concomitants of playfulness in early childhood: Cognitive abilities and gender. The Journal of Genetic Psychology, 141(1), 115-127. Doi: 10.1080/00221325.1982.10533462
  • Bodrova, E., & Leong, D. J. (2003). The importance of being playful. Educational Leadership, 60(7), 50-53.
  • Canaslan, B. (2018). Early childhood in-service teachers’ playfulness traits and views on playfulness (Unpublished master thesis). Middle East Technical University, Ankara.
  • Casas, A. K. (2003). Childhood playfulness as a predictor of adult playfulness and creativity: a longitudinal study (Unpublished master thesis). Virginia State University, USA. Chang, P. J., Qian, X., & Yarnal, C. (2013). Using playfulness to cope with psychological stress: taking into account both positive and negative emotions. International Journal of Play, 2(3), 273-296. Doi: http://dx.doi.org/10.1080/21594937.2013.855414
  • Chang, P. J., Yarnal, C., & Chick, G. (2016). The longitudinal association between playfulness and resilience in older women engaged in the red hat society. Journal of Leisure Research, 48(3), 210-227. Doi: http://dx.doi.org/10.18666/JLR-2016-V48-I3-6256
  • Choi, J. Y., & Shin, N. (2016). Exploring the effects of attachment security and playfulness on social competence among 4-year-old preschool children. Korean Journal of Childcare and Education, 12(2), 219-238.
  • Choi, M. S., & Kim, J. H. (2006). The effect of playfulness on the social skills of young children: A study of gender differences. Korean Journal of Child Studies, 27(4), 103-116.
  • Christian, K. M. (2011). The construct of playfulness: Relationships with adaptive behaviors, humor, and early play ability (Unpublished doctoral thesis). Case Western Reserve University, USA.
  • Dodd, A. T., & Wilson, J. T. (1998). The playfulness of toddlers in adult-directed, adult-assisted, and exploratory play contexts. https://files.eric.ed.gov/fulltext/ED423027.pdf adresinden erişildi.
  • Erikson, E. (1972). Play and civilization. J. Bruner, A. Jolly, & K. Sylva. (Eds.), In Play: Its role in development and evolution (pp. 690-440). New York, NY: Basic Books.
  • Fabrizi, S. (2014). Measuring the playfulness of children with special needs in occupational therapist led, caregiver-included community playgroups (Unpublished doctoral thesis). Nova Southeastern University, USA.
  • Graham, B. C., Sawyers, J. K., & DeBord, K. B. (1989). Teachers’ creativity, playfulness, and style of interaction with children. Creativity Research Journal, 2(1-2), 41-50. Doi: https://doi.org/10.1080/10400418909534299
  • Hamm, E. M. (2006). Playfulness and the environmental support of play in children with and without developmental disabilities. OTJR: Occupation, Participation and Health, 26(3), 88-96. Doi: https://doi.org/10.1177/153944920602600302
  • Howard, J., Jenvey, V., & Hill, C. (2006). Children’s categorisation of play and learning based on social context. Early Child Development and Care, 176(3-4), 379–393. Doi: https://doi.org/10.1080/03004430500063804
  • Jung, J. (2011). Caregivers' playfulness and infants' emotional stress during transitional time. Early Child Development and Care, 181(10), 1397-1407. Doi: https://doi.org/10.1080/03004430.2010.532873
  • Kang, J. H., & Lee, K. N. (2011). Effects of children's individual variables and maternal parenting on children's playfulness. Korean Journal of Childcare and Education, 7(2), 159-180.
  • Karaman, N. G. (2009). The relationship between cognitive styles and play behaviour of 5-6 years old kindergarden children. Egitim Bilimleri Fakultesi Dergisi, 42(2), 163.
  • Karasar, N. 2000. Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık.
  • Katz, L. G. (1993). Dispositions as educational goals. ERIC Digest.
  • Keleş, S., & Yurt, Ö. (2017). An investigation of playfulness of pre-school children in Turkey. Early Child Development and Care, 187(8), 1372-1387. Doi: 10.1080/03004430.2016.1169531
  • Kinkead-Clark, Z. (2019). Exploring children’s play in early years learning environments; what are the factors that shape children’s play in the classroom? Journal of Early Childhood Research, 17(3), 1-13. Doi: https://doi.org/10.1177/1476718X19849251
  • Ko, Y. J., & Kim, M. S. (2013). The differences in childrens play behavior according to the level of their playfulness, leadership and communicative ability. Korean Journal of Child Studies, 34(1), 175-189. Doi: dx.org/10.5723/KJCS.2013.34.1.175
  • Kwon, H. J. (2013). The effects of early childhood teachers' playfulness, Teachers' positive play beliefs and teaching efficacy on play on teachers' strategies of problem behavior guidance. Korean Journal of Childcare and Education, 9(1), 175-200.
  • Lim, Y. O., Yee, Y. H., & Oh, K. Y. (2006). The relationship between children's creativity, playfulness and multiple intelligence. Korean Journal of Human Ecology, 9(1), 15-24.
  • Macun, B., & Güvendi, Ö. F. (2019). Okul öncesi dönem çocuklarının oynama eğilimlerinin çeşitli değişkenler açısından incelenmesi. EKEV Akademi Dergisi, 23(78), 79-98.
  • Magnuson, C. D., & Barnett, L. A. (2013). The playful advantage: How playfulness enhances coping with stress. Leisure Sciences 35(2), 129-144. Doi: https://doi.org/10.1080/01490400.2013.761905
  • MEB (2013). Okul öncesi eğitim programı. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf adresinden alınmıştır.
  • Moller, S. J. (2015). Imagination, playfulness, and creativity in children's play with different toys. American Journal of Play, 7(3), 322-346.
  • Pinchover, S. (2017). The relation between teachers’ and children’s playfulness: a pilot study. Frontiers in Psychology, 8, 2214. Doi: https://doi.org/10.3389/fpsyg.2017.02214
  • Pinchover, S., Shulman, C., & Bundy, A. (2016). A comparison of playfulness of young children with and without autism spectrum disorder in interactions with their mothers and teachers. Early Child Development and Care, 186(12), 1893-1906. Doi: https://doi.org/10.1080/03004430.2015.1136622
  • Proyer, R. T., & Jehle, N. (2013). The basic components of adult playfulness and their relation with personality: The hierarchical factor structure of seventeen instruments. Personality and Individual Differences, 55(7), 811-816. Doi: https://doi.org/10.1016/j.paid.2013.07.010
  • Proyer, R. T., & Wagner, L. (2015). Playfulness in adults revisited: the signal theory in German speakers. American Journal of Play, 7(2), 201-227.
  • Rentzou, K. (2014). Preschool children's social and nonsocial play behaviours. Measurement and correlations with children's playfulness, behaviour problems and demographic characteristics. Early Child Development and Care, 184(4), 633-647. Doi: 10.1080/03004430.2013.806496
  • Saunders, I., Sayer, M., & Goodale, A. (1999). The relationship between playfulness and coping in preschool children: A pilot study. American Journal of Occupational Therapy, 53(2), 221-226.
  • Shen, X. (2010). Adult playfulness as a personality trait: Its conceptualization, measurement, and relationship to psychological well-being (Unpublished doctoral thesis). The Pennsylvania State University, USA.
  • Singer, E. (2013). Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal, 21(2), 172-184. Doi: 10.1080/1350293X.2013.789198
  • Singer, E. (2015). Play and playfulness in early childhood education and care. Psychology in Russia, 8(2), 27.
  • Sproule, L., Walsh, G., & McGuinness, C. (2019). More than ‘just play’: picking out three dimensions of a balanced early years pedagogy. International Journal of Early Years Education, 1-14. Doi: 10.1080/09669760.2019.1628011
  • Synodi, E., Linardakis, M., Sadauskienė, R., Kochanskienė, A., & Rimavičienė, D. (2015). Teachers’ approach to playfulness in the process of education/learning in Lithuania and Greece. Signum Temporis, 7(1), 15-19. Doi: 10.1515/sigtem-2016-0002
  • Taylor, S. I., & Rogers, C. S. (2001). The relationship between playfulness and creativity of Japanese preschool children. International Journal of Early Childhood, 33(1), 43-49. Doi: https://doi.org/10.1007/BF03174447
  • Taylor, S. I., Rogers, C. S., & Kaiser, J. (1999). A comparison of playfulness among American and Japanese preschoolers. Play contexts revisited, 2, 143.
  • Taylor, S. I., Rogers, C. S., Dodd, A. T., Kaneda, T., Nagasaki, I., Watanabe, Y., & Goshiki, T. (2004). The meaning of play: A cross‐cultural study of American and Japanese teachers’ perspectives on play. Journal of Early Childhood Teacher Education, 24(4), 311-321. Doi: https://doi.org/10.1080/1090102040240411
  • Tegano, D. W., Groves, M. M., & Catron, C. E. (1999). Early childhood teachers’ playfulness and ambıguity tolerance: essential elements of encouraging creative potential of chıldren. Journal of Early Childhood Teacher Education, 20(3), 291-300. Doi: 10.1080/0163638990200307
  • Trevlas, E., Grammatikopoulos, V., Tsigilis, N., & Zachopoulou, E. (2003). Evaluating playfulness: Construct validity of the children's playfulness scale. Early Childhood Education Journal, 31(1), 33-39. Doi: https://doi.org/10.1023/A:1025132701759
  • Trevlas, E., Matsouka, O., & Zachopoulou, E. (2003). Relationship between playfulness and motor creativity in preschool children. Early Child Development and Care, 173(5), 535-543.
  • Youell, B. (2008). The importance of play and playfulness. European Journal of Psychotherapy and Counselling, 10(2), 121-129. Doi: 10.1080/13642530802076193.
  • Yurt, Ö., Keleş, S., & Koğar, H. (2016). Yetişkin eğlence eğilimi özeliği ölçeği Türkçe formunun psikometrik özelliklerinin incelenmesi. International Journal of Human Sciences, 13(1), 650-662. Doi: 10.14687/ijhs.v13i1.3539
  • Zachopoulou, E., Trevlas, E., & Tsikriki, G. (2004). Perceptions of gender differences in playful behaviour among kindergarten children. European Early Childhood Education Research Journal, 12(1), 43-53. Doi: https://doi.org/10.1080/13502930485209301
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hilal Yılmaz 0000-0002-4594-3155

Rengin Zembat 0000-0002-2377-8910

Yayımlanma Tarihi 31 Ağustos 2020
Kabul Tarihi 9 Nisan 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 22 Sayı: 2

Kaynak Göster

APA Yılmaz, H., & Zembat, R. (2020). Okul Öncesi Dönem Çocuklarının Oynama Eğilimlerinin Öğretmenlerinin Eğlence Eğilimleri Açısından Değerlendirilmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 431-446. https://doi.org/10.17556/erziefd.640327