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Okul öncesi dönem görme engelli çocukların oyun çeşitlilik ve karmaşıklık düzeyini artırmada genişletme tekniğinin etkililiği

Yıl 2015, , 101 - 123, 26.12.2015

Ruveyda Şahin Selda Özdemir

https://doi.org/10.1501/Ozlegt_0000000223

Öz

Anahtar Kelimeler

-

Kaynakça

  • Andersen, E.S., Dunlea, A., & Kekelis, L.S. (1984). Blind children's language: Resolving some differences. Journal of Child Language, 11, 645-664.
  • Aslan, C., Özdemir, S., Demiryürek, P., & Çotuk, H. (basımda). Görme yetersizliğinden etkilenmiş ve normal gelişim gösteren çocukların oyun çeşitlilik ve karmaşıklık düzeylerinin incelenmesi. International Journal of Early Childhhod Special Education.
  • Bergen, D. (1988). Play as a medium for learning and development: A handbook of theory and practice. Portsmouth, NH: Heinemann.
  • Brambring, M., & Troster, H. (1992). On the stability of stereotyped behaviors in blind infants and preschoolers. Journal of Visual Impairment & Blindness, 86, 105-110.
  • Bricker, D., Pretti-Frontczak, K., & McComas, N. (1998). An activity-based approach to early intervention (2nd ed.). Baltimore: Paul H. Brookes.
  • Bruner, J.S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Casby, M.W. (2003). The development of play in infants, toddlers, and young children. Communication Disorders Quarterly, 24, 163-174.
  • Charman T., & Baron-Cohen S. (1997). Brief report: Prompted pretend play in autism. Journal of Autism and Developmental Disorders. 27(3), 325-332.
  • Charman, T., & Stone, W. (2008). Social and communication development in autism spectrum disorders: Early identification, diagnosis, & intervention. New York: Guilford Publications.
  • Diken, İ.H. (2007). Okul öncesi çocuklar için doğal ortamlarda öğretim teknikleri: Örnek olaylarla ve resimlerle zenginleştirilmiş anne-baba ve eğitimci el kitabı. Ankara: Maya Akademi Yayınevi.
  • Diken, İ.H. (Ed.) (2008). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim. Ankara: Pegem Akademi Yayınevi.
  • Erikson, E.H. (1985). The life cycle completed. New York: Norton.
  • Fewell, R.R., & Kaminski, R. (1988). Play skills development and instruction for young children with handicaps. In S.L. Odom & M.B. Karnes (Eds.), Early ıntervention for ınfants and children with handicaps: An empirical base (pp. 145-158). Baltimore, MD: Paul H. Brookes.
  • Filaccio, M.D. (2008). Child-centered play therapy for children with low vision: A multiple case study. ProQuest Dissertations & Theses. University of Northern Colorado.
  • Frey, J.R., & Kaiser, A.P. (2011). The use of play expansions to increase the diversity and complexity of object play in young children with disabilities. Topics in Early Childhood Special Education, 31, 99-111.
  • Greenspan, S., & Wieder, S. (2000). Principles of clinical practice for assessment and intervention: developmentally appropriate ınteractions and practices: Developmentally Based Approach to the Evaluation Process. In Interdisciplinary Council on Developmental and Learning Disordes: Clinical Practice Guidelines (pp. 261-282). Bethesda, MD: Interdisciplinary Council on Developmental and Learning Disordes.
  • Gerhardt, J.B. (1982). The development of object play and classificatory skills in a blind child. Journal of Visual Impairment & Blindness, 76, 219-223.
  • Hellendoorn, J. (1986). Play introduction. In R. van der Kooij & J. Hellendoorn (Eds.), Play, play therapy, play research (pp. 11-16). Amsterdam, The Netherlands: Swets & Zweitlinger.
  • Hopper. C., & Wambold. C. (1978). Improving the independent play of severely mentally retarded children. Education and Training of the Mentally Retarded, 2, 42-46.
  • Hughes, M., Dote-Kwan, J., & Dolendo, J. (1998). A close look at the cognitive play of preschoolers with visual impairments in the home. Exceptional Children, 64, 451-462.
  • Jarrold, C., Boucher, J., & Smith, P. (1996). Generativity deficits in pretend play in autism. British Journal of Developmental Psychology, 14, 275-300.
  • Johnson, J.E., Christie, J.F., & Yawkey, T.D. (1987). Play and early childhood development. Glenvrew, III: Scott, Foresman and Company.
  • Jones, J.W. (1952). Play therapy and the blind child. New Outlook for the Blind, 46, 189-197.
  • Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611-620.
  • Kılıçoğlu, M. (2006). Anasınıfı, hazırlık ve ilköğretim birinci sınıflarda okuyan görme engelli öğrencilerin oyunlarının değerlendirilmesi: Karşılaştırmalı bir araştırma. Yüksek lisans tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Kirk, S.A., Gallagher, J.J., & Anastasiow, N.J. (2000). Educating exceptional children. Boston: Houghton Mifflin Company.
  • Kohl, F., Beckman, P., & Swenson-Pierce, A. (1984). The effects of directed play on functional toy use and interactions of handicapped preschoolers. Journal of the Division for Early Childhood, 8, 114-118.
  • Lewis, V., Norgate, S., Collis, G., & Reynolds, R., (2000). The consequences of visual impairment for children’s symbolic and functional play. British Journal of Developmental Psychology, 18, 449-464.
  • Lifter, K., Ellis, J., Cannon, B., & Anderson, S.R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27, 247- 267.
  • Lifter, K. (2000). Linking assessment to intervention for children with developmental disabilities or at-risk for developmental delay: The Developmental Play Assessment (DPA) instrument. In K. Gitlin-Weiner, A. Sandgrund, & C.E. Schaefer (Eds.), Play diagnosis and assesment (pp. 228-261). New York: Wiley.
  • Linder, T.W. (2008). Transdisciplinary play-based assessment 2. Baltimore, MD: Brookes.
  • Linder, T.W. (1994). The role of play in early childhood education. In P.L. Safford (Ed.). Early childhood special education (pp. 72-95). New York: Teachers College Press.
  • Mahoney, G., & MacDonald, J. (2003). Responsive teaching: Parent-mediated developmental intervention. Cleveland, OH: Case Western Reserve University.
  • Mahoney, G., & Perales, F. (2003). Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 23(2), 77-89.
  • Marts, K. (1990). Toys and experiences for your visually impaired child. In M.D. Klein (Ed.). Parent articles for early intervention (pp. 85). Tucson, AZ: Communication Skill Builders.
  • Morris, R.H. (1974). A play environment for blind children: Design and evaluation. New Outlook for the Blind, 68, 408-414.
  • Nielsen, L. (1991). Spatial relations in congenitally blind infants: A study. Journal of Visual Impairment & Blindness, 85, 11-16.
  • Olson, M.R. (1983). A study of the exploratory behavior of legally blind and sighted preschoolers. Exceptional Children, 50, 130-138.
  • Olson, M. (1981). Enchancing the exploratory behavior of visually impaired preschoolers. Journal of Visual Impairment & Blindness, 75, 375-377.
  • Özdemir, S. (2011). Görme engelliler ve erken çocukluk gelişimi ders notları. Ankara: Gazi Üniversitesi Görme Engellilerin Eğitimi Yüksek Lisans Programı.
  • Özdemir, S., Gürel, Ö., Ceyhun, A.T., Şahin, R., & Küçüközyiğit, M.S. (2011). Okul öncesi dönemde görme engelli çocuklarla normal gelişim gösteren çocukların oyun davranışlarının karşılaştırılması. 21. Ulusal Özel Eğitim Kongresi. Kıbrıs.
  • Özdemir, S., Gürel, Ö., & Küçüközyiğit, M.S. (2011). Okul öncesi görme engelli çocukların oyun davranışları ve akran etkileşimlerinde eğitim ortamı karşılaştırılması. 21. Ulusal Özel Eğitim Kongresi. Kıbrıs.
  • Özkubat, U., & Özdemir, S. (2012). Görme yetersizliğinden etkilenmiş ve normal gelişim gösteren çocukların sosyal becerilerinin karşılaştırılması. Özel eğitim Dergisi, 13(1), 1-14.
  • Özkubat, U., & Özdemir, S. (2014). A comparison of social skills in Turkish children with visual impairments, children with intellectual impairments and typical developing children. International Journal of Inclusive Education, 18(5), 500-514.
  • Parten, M. (1933). Social play among preschool children. Journal of Abnormal and Social Psychology, 28, 136- 147.
  • Parsons, S. (1986a). Function of play in low vision children (Part 1): A review of the research and literature. Journal of Visual Impairment & Blindness, 80, 627-630.
  • Parsons, S. (1986b). Function of play in low vision children (Part 2): Emerging patterns of behavior. Journal of Visual Impairment & Blindness, 80, 777-784.
  • Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton,
  • Preisler, G., & Palmer, C. (1989). Thoughts from Sweden: The blind child goes to nursery school with sighted children. Child Care, Health and Development, 5, 45-52.
  • Recchia, S.L. (1987). Learning to play-common concerns for the visually impaired preschool child. Los Angeles: Blind Children's Center (ERIC Document Reproduction Service, No. ED 292240).
  • Rettig, M.A., & Salm, K.A. (1992, April 17). The importance of play in the early childhood special education curriculum. Paper Presented at the 70th Annual Conference of the Council for Exceptional Children, Baltimore.
  • Rogers, S.J., & Puchalski, C.B. (1984). Development of symbolic play in visually impaired children. Topics in Early Childhood Special Education, 3(4), 57-62.
  • Rogow, S.M. (1981). Social routines and language play: Developing communication responses in developmentally delayed blind children. Journal of Visual Impairment & Blindness, 77, 1-4.
  • Rogow, S.M. (1988). Teachers at play: Strategies to promote social play between children with special needs and their nonhandicapped peers. (ERIC Document Reproduction Service No. ED 327328).
  • Rowland, C. (1984). Preverbal communication of blind infants and their mothers. Journal of Visual Impairment & Blindness, 78, 297-302.
  • Rubin, K.H., Fein, G.G., & Vandenberg, B. (1983). Handbook of child psychology: Socialization personality and social development. New York: Wiley Publishing.
  • Saracho, O.N. (1999). A factor analysis of pre-school children’s play strategies and cognitive style. Educational Psychology, 19(2), 165-180.
  • Schneekloth, L.H. (1989). Play environments for visually impaired children. Journal of Visual Impairment & Blindness, 83, 196-210.
  • Singer, J.L., & Streiner, B. (1966). Imaginative content in the dreams and fantasy play of blind and sighted children. Perceptual and Motor Skills, 22, 475-482.
  • Skellenger, A.C., & Hill, E.W. (1994). Effects of a shared teacher-child play intervention on the play behaviors of three young children who are blind. Journal of Visual Impairment & Blindness, 88, 433-445.
  • Skellenger, A.C., & Rosenblum, L.P. (1997). Behaviors of preschoolers with visual impairments in ındoor play settings. Journal of Visual Impairment & Blindness, 91(6), 519-530.
  • Skinner, M.L., Buysse, V., & Bailey, D.B. (2004). Effects of age and developmental status of partner on play of preschoolers with disabilities. Journal of Early Intervention, 26(1), 194-203.
  • Tait, P.E. (1972a). Behavior of young blind children in a controlled play setting. Perceptual Motor Skills, 34, 963-969.
  • Tait, P.E. (1972b). A descriptive analysis of the play of young blind children. Education of the Visually Handicapped, 4, 12-15.
  • Tawney, W.J., & Gast, L.D. (1984). Single subject research in special education. Colombus: Merrill Publishing Company.
  • Ungerer, J., & Sigman, M. (1984). The relation of play and sensorimotor behavior to language in the second year. Child Development, 55, 1448-1455.
  • Vygotsky, L.S. (1966). Play and its role in the mental development of the child. Soviet Psychology, 12(6), 62-76.
  • Warren, D. (1984). blindness and early childhood development. New York: American Foundation for the Blind.
  • Yoder, P.J., & Warren, S.F. (2002). Effects of prelinguistic milieu teaching and parent responsivity education on dyads involving children with intellectual disabilities. Journal of Speech, Language, and Hearing Research, 45, 1158-1174.
  • Zimmerman, G.A. (1985). An exploratory study of preferred textures of objects for visually handicapped ınfants and young children (Unpublished doctoral dissertation). University of Texas, Austin.

Okul Öncesi Dönem Görme Engelli Çocukların Oyun Çeşitlilik ve Karmaşıklık Düzeyini Artırmada Genişletme Tekniğinin Etkililiği

Yıl 2015, , 101 - 123, 26.12.2015

Ruveyda Şahin Selda Özdemir

https://doi.org/10.1501/Ozlegt_0000000223

Öz

Bu araştırma okul öncesi dönemdeki görme engelli çocuklarda oyun çeşitliliği ve oyunun karmaşıklık düzeyini arttırmada genişletme tekniğinin etkililiğini incelemek amacıyla yapılmıştır. Araştırma tek denekli deneysel desenlerden çoklu başlama düzeyi deseni uygulanarak gerçekleştirilmiştir. Araştırmanın katılımcıları Ankara ilinde Milli Eğitim Bakanlığı’na bağlı bir Görme Engelliler İlköğretim Okulu’na devam eden, yaşları 5 ile 6 arasında değişen 3 görme engelli öğrencidir. Araştırma katılımcılarından ikisi aynı sınıfa, diğeri ise aynı okuldaki farklı bir sınıfa devam eden anasınıfı öğrencileridir. Öğrencilerin üçü de total düzeyde görme engelli olup herhangi bir ek engeli olmayan öğrencilerdir. Araştırmanın sonuçları genişletme tekniğinin araştırmaya katılan görme engelli üç öğrencinin de oyun çeşitliliğini ve oyun karmaşıklık düzeyini yüksek oranda artırdığını ve katılımcıların oyun çeşitlilik ve karmaşıklık düzeyindeki artışı, araştırma tamamlandıktan 5 ay sonra da sürdürdüklerini göstermiştir

Anahtar Kelimeler

Görme yetersizliği olan çocuklar oyun oyun genişletme tekniği oyun çeşitliliği oyun karmaşıklığı

Kaynakça

  • Andersen, E.S., Dunlea, A., & Kekelis, L.S. (1984). Blind children's language: Resolving some differences. Journal of Child Language, 11, 645-664.
  • Aslan, C., Özdemir, S., Demiryürek, P., & Çotuk, H. (basımda). Görme yetersizliğinden etkilenmiş ve normal gelişim gösteren çocukların oyun çeşitlilik ve karmaşıklık düzeylerinin incelenmesi. International Journal of Early Childhhod Special Education.
  • Bergen, D. (1988). Play as a medium for learning and development: A handbook of theory and practice. Portsmouth, NH: Heinemann.
  • Brambring, M., & Troster, H. (1992). On the stability of stereotyped behaviors in blind infants and preschoolers. Journal of Visual Impairment & Blindness, 86, 105-110.
  • Bricker, D., Pretti-Frontczak, K., & McComas, N. (1998). An activity-based approach to early intervention (2nd ed.). Baltimore: Paul H. Brookes.
  • Bruner, J.S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Casby, M.W. (2003). The development of play in infants, toddlers, and young children. Communication Disorders Quarterly, 24, 163-174.
  • Charman T., & Baron-Cohen S. (1997). Brief report: Prompted pretend play in autism. Journal of Autism and Developmental Disorders. 27(3), 325-332.
  • Charman, T., & Stone, W. (2008). Social and communication development in autism spectrum disorders: Early identification, diagnosis, & intervention. New York: Guilford Publications.
  • Diken, İ.H. (2007). Okul öncesi çocuklar için doğal ortamlarda öğretim teknikleri: Örnek olaylarla ve resimlerle zenginleştirilmiş anne-baba ve eğitimci el kitabı. Ankara: Maya Akademi Yayınevi.
  • Diken, İ.H. (Ed.) (2008). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim. Ankara: Pegem Akademi Yayınevi.
  • Erikson, E.H. (1985). The life cycle completed. New York: Norton.
  • Fewell, R.R., & Kaminski, R. (1988). Play skills development and instruction for young children with handicaps. In S.L. Odom & M.B. Karnes (Eds.), Early ıntervention for ınfants and children with handicaps: An empirical base (pp. 145-158). Baltimore, MD: Paul H. Brookes.
  • Filaccio, M.D. (2008). Child-centered play therapy for children with low vision: A multiple case study. ProQuest Dissertations & Theses. University of Northern Colorado.
  • Frey, J.R., & Kaiser, A.P. (2011). The use of play expansions to increase the diversity and complexity of object play in young children with disabilities. Topics in Early Childhood Special Education, 31, 99-111.
  • Greenspan, S., & Wieder, S. (2000). Principles of clinical practice for assessment and intervention: developmentally appropriate ınteractions and practices: Developmentally Based Approach to the Evaluation Process. In Interdisciplinary Council on Developmental and Learning Disordes: Clinical Practice Guidelines (pp. 261-282). Bethesda, MD: Interdisciplinary Council on Developmental and Learning Disordes.
  • Gerhardt, J.B. (1982). The development of object play and classificatory skills in a blind child. Journal of Visual Impairment & Blindness, 76, 219-223.
  • Hellendoorn, J. (1986). Play introduction. In R. van der Kooij & J. Hellendoorn (Eds.), Play, play therapy, play research (pp. 11-16). Amsterdam, The Netherlands: Swets & Zweitlinger.
  • Hopper. C., & Wambold. C. (1978). Improving the independent play of severely mentally retarded children. Education and Training of the Mentally Retarded, 2, 42-46.
  • Hughes, M., Dote-Kwan, J., & Dolendo, J. (1998). A close look at the cognitive play of preschoolers with visual impairments in the home. Exceptional Children, 64, 451-462.
  • Jarrold, C., Boucher, J., & Smith, P. (1996). Generativity deficits in pretend play in autism. British Journal of Developmental Psychology, 14, 275-300.
  • Johnson, J.E., Christie, J.F., & Yawkey, T.D. (1987). Play and early childhood development. Glenvrew, III: Scott, Foresman and Company.
  • Jones, J.W. (1952). Play therapy and the blind child. New Outlook for the Blind, 46, 189-197.
  • Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611-620.
  • Kılıçoğlu, M. (2006). Anasınıfı, hazırlık ve ilköğretim birinci sınıflarda okuyan görme engelli öğrencilerin oyunlarının değerlendirilmesi: Karşılaştırmalı bir araştırma. Yüksek lisans tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Kirk, S.A., Gallagher, J.J., & Anastasiow, N.J. (2000). Educating exceptional children. Boston: Houghton Mifflin Company.
  • Kohl, F., Beckman, P., & Swenson-Pierce, A. (1984). The effects of directed play on functional toy use and interactions of handicapped preschoolers. Journal of the Division for Early Childhood, 8, 114-118.
  • Lewis, V., Norgate, S., Collis, G., & Reynolds, R., (2000). The consequences of visual impairment for children’s symbolic and functional play. British Journal of Developmental Psychology, 18, 449-464.
  • Lifter, K., Ellis, J., Cannon, B., & Anderson, S.R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27, 247- 267.
  • Lifter, K. (2000). Linking assessment to intervention for children with developmental disabilities or at-risk for developmental delay: The Developmental Play Assessment (DPA) instrument. In K. Gitlin-Weiner, A. Sandgrund, & C.E. Schaefer (Eds.), Play diagnosis and assesment (pp. 228-261). New York: Wiley.
  • Linder, T.W. (2008). Transdisciplinary play-based assessment 2. Baltimore, MD: Brookes.
  • Linder, T.W. (1994). The role of play in early childhood education. In P.L. Safford (Ed.). Early childhood special education (pp. 72-95). New York: Teachers College Press.
  • Mahoney, G., & MacDonald, J. (2003). Responsive teaching: Parent-mediated developmental intervention. Cleveland, OH: Case Western Reserve University.
  • Mahoney, G., & Perales, F. (2003). Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 23(2), 77-89.
  • Marts, K. (1990). Toys and experiences for your visually impaired child. In M.D. Klein (Ed.). Parent articles for early intervention (pp. 85). Tucson, AZ: Communication Skill Builders.
  • Morris, R.H. (1974). A play environment for blind children: Design and evaluation. New Outlook for the Blind, 68, 408-414.
  • Nielsen, L. (1991). Spatial relations in congenitally blind infants: A study. Journal of Visual Impairment & Blindness, 85, 11-16.
  • Olson, M.R. (1983). A study of the exploratory behavior of legally blind and sighted preschoolers. Exceptional Children, 50, 130-138.
  • Olson, M. (1981). Enchancing the exploratory behavior of visually impaired preschoolers. Journal of Visual Impairment & Blindness, 75, 375-377.
  • Özdemir, S. (2011). Görme engelliler ve erken çocukluk gelişimi ders notları. Ankara: Gazi Üniversitesi Görme Engellilerin Eğitimi Yüksek Lisans Programı.
  • Özdemir, S., Gürel, Ö., Ceyhun, A.T., Şahin, R., & Küçüközyiğit, M.S. (2011). Okul öncesi dönemde görme engelli çocuklarla normal gelişim gösteren çocukların oyun davranışlarının karşılaştırılması. 21. Ulusal Özel Eğitim Kongresi. Kıbrıs.
  • Özdemir, S., Gürel, Ö., & Küçüközyiğit, M.S. (2011). Okul öncesi görme engelli çocukların oyun davranışları ve akran etkileşimlerinde eğitim ortamı karşılaştırılması. 21. Ulusal Özel Eğitim Kongresi. Kıbrıs.
  • Özkubat, U., & Özdemir, S. (2012). Görme yetersizliğinden etkilenmiş ve normal gelişim gösteren çocukların sosyal becerilerinin karşılaştırılması. Özel eğitim Dergisi, 13(1), 1-14.
  • Özkubat, U., & Özdemir, S. (2014). A comparison of social skills in Turkish children with visual impairments, children with intellectual impairments and typical developing children. International Journal of Inclusive Education, 18(5), 500-514.
  • Parten, M. (1933). Social play among preschool children. Journal of Abnormal and Social Psychology, 28, 136- 147.
  • Parsons, S. (1986a). Function of play in low vision children (Part 1): A review of the research and literature. Journal of Visual Impairment & Blindness, 80, 627-630.
  • Parsons, S. (1986b). Function of play in low vision children (Part 2): Emerging patterns of behavior. Journal of Visual Impairment & Blindness, 80, 777-784.
  • Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton,
  • Preisler, G., & Palmer, C. (1989). Thoughts from Sweden: The blind child goes to nursery school with sighted children. Child Care, Health and Development, 5, 45-52.
  • Recchia, S.L. (1987). Learning to play-common concerns for the visually impaired preschool child. Los Angeles: Blind Children's Center (ERIC Document Reproduction Service, No. ED 292240).
  • Rettig, M.A., & Salm, K.A. (1992, April 17). The importance of play in the early childhood special education curriculum. Paper Presented at the 70th Annual Conference of the Council for Exceptional Children, Baltimore.
  • Rogers, S.J., & Puchalski, C.B. (1984). Development of symbolic play in visually impaired children. Topics in Early Childhood Special Education, 3(4), 57-62.
  • Rogow, S.M. (1981). Social routines and language play: Developing communication responses in developmentally delayed blind children. Journal of Visual Impairment & Blindness, 77, 1-4.
  • Rogow, S.M. (1988). Teachers at play: Strategies to promote social play between children with special needs and their nonhandicapped peers. (ERIC Document Reproduction Service No. ED 327328).
  • Rowland, C. (1984). Preverbal communication of blind infants and their mothers. Journal of Visual Impairment & Blindness, 78, 297-302.
  • Rubin, K.H., Fein, G.G., & Vandenberg, B. (1983). Handbook of child psychology: Socialization personality and social development. New York: Wiley Publishing.
  • Saracho, O.N. (1999). A factor analysis of pre-school children’s play strategies and cognitive style. Educational Psychology, 19(2), 165-180.
  • Schneekloth, L.H. (1989). Play environments for visually impaired children. Journal of Visual Impairment & Blindness, 83, 196-210.
  • Singer, J.L., & Streiner, B. (1966). Imaginative content in the dreams and fantasy play of blind and sighted children. Perceptual and Motor Skills, 22, 475-482.
  • Skellenger, A.C., & Hill, E.W. (1994). Effects of a shared teacher-child play intervention on the play behaviors of three young children who are blind. Journal of Visual Impairment & Blindness, 88, 433-445.
  • Skellenger, A.C., & Rosenblum, L.P. (1997). Behaviors of preschoolers with visual impairments in ındoor play settings. Journal of Visual Impairment & Blindness, 91(6), 519-530.
  • Skinner, M.L., Buysse, V., & Bailey, D.B. (2004). Effects of age and developmental status of partner on play of preschoolers with disabilities. Journal of Early Intervention, 26(1), 194-203.
  • Tait, P.E. (1972a). Behavior of young blind children in a controlled play setting. Perceptual Motor Skills, 34, 963-969.
  • Tait, P.E. (1972b). A descriptive analysis of the play of young blind children. Education of the Visually Handicapped, 4, 12-15.
  • Tawney, W.J., & Gast, L.D. (1984). Single subject research in special education. Colombus: Merrill Publishing Company.
  • Ungerer, J., & Sigman, M. (1984). The relation of play and sensorimotor behavior to language in the second year. Child Development, 55, 1448-1455.
  • Vygotsky, L.S. (1966). Play and its role in the mental development of the child. Soviet Psychology, 12(6), 62-76.
  • Warren, D. (1984). blindness and early childhood development. New York: American Foundation for the Blind.
  • Yoder, P.J., & Warren, S.F. (2002). Effects of prelinguistic milieu teaching and parent responsivity education on dyads involving children with intellectual disabilities. Journal of Speech, Language, and Hearing Research, 45, 1158-1174.
  • Zimmerman, G.A. (1985). An exploratory study of preferred textures of objects for visually handicapped ınfants and young children (Unpublished doctoral dissertation). University of Texas, Austin.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ruveyda Şahin Bu kişi benim

Selda Özdemir Bu kişi benim

Yayımlanma Tarihi 26 Aralık 2015
Yayımlandığı Sayı Yıl 2015

Kaynak Göster

APA Şahin, R., & Özdemir, S. (2015). Okul Öncesi Dönem Görme Engelli Çocukların Oyun Çeşitlilik ve Karmaşıklık Düzeyini Artırmada Genişletme Tekniğinin Etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(02), 101-123. https://doi.org/10.1501/Ozlegt_0000000223




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