A Comparative Examination of Theory of Mind and Developmental Play Assessment in Children with Visual Impairments and Sighted Children

Yıl 2021, Cilt: 22 Sayı: 3, 611 - 638, 01.09.2021

Seda Karakaşoğlu , Selda Özdemir

https://doi.org/10.21565/ozelegitimdergisi.719171

Öz

Introduction: This study examined the relationship between developmental play levels and theory of mind in children with visual impairments and sighted children during the preschool period.
Method: The study groups consisted of 30 children with visual impairments aged between 48-72 months and 30 age-matched sighted children. Participants in both groups were also matched to each other based on their cognitive and language levels. The design of the study was the comparative correlational design. The children’s play levels were examined through the use of Developmental Play Assessment Tool developed by Lifter (2000) and First-Order False Belief Understanding tasks.
Findings: Study results showed that there were significant differences between the developmental play levels of children with visual impairments and sighted children. In addition, there was a significant relationship between children’s first-order false-belief scores and developmental play assessment scores in all study groups.
Discussion: Findings from the study are important in understanding the development of vision, play, and theory of mind. Research findings were discussed and suggestions for future research were provided.

Anahtar Kelimeler

Children with visual impairments, developmental play assessment, theory of mind, first-order false-belief understanding, preschool period

Görme Yetersizliği Olan ve Gören Çocukların Gelişimsel Oyun Seviyeleri ile Zihin Kuramının Karşılaştırmalı İncelenmesi

Öz

Giriş: Bu araştırmada okul öncesi dönemde görme yetersizliği olan ve gören çocukların gelişimsel oyun seviyeleri ile Zihin Kuramı becerileri arasındaki ilişkinin karşılaştırılarak incelenmesi amaçlanmıştır.
Yöntem: Araştırmanın çalışma grubunu, 48-72 ay aralığında olan görme yetersizliği olan 30 çocuk ve aynı ay diliminde olan gören 30 çocuk oluşturmuştur. Katılımcı çocuklar dil ve bilişsel gelişim düzeylerinde de eşleştirilmişlerdir. Araştırmada nedensel karşılaştırma deseni kullanılmıştır. Araştırma kapsamında Gelişimsel Oyun Değerlendirmesi aracılığıyla katılımcı çocukların oyun seviyeleri incelenmiş ve Zihin Kuramı Birinci Derece Yanlış Kanı Atfı görevleri uygulanmıştır.
Bulgular: Araştırma bulguları görme yetersizliği olan ve gören çocukların gelişimsel oyun seviyelerinde iki grup arasında anlamlı farklılıkların olduğunu göstermiştir. Ek olarak araştırmanın bulguları görme yetersizliği olan ve gören çocukların Yanlış Kanı Atfı ve Gelişimsel Oyun Değerlendirmesi puanları arasında anlamlı ilişkiler olduğunu göstermiştir.
Tartışma: Araştırmadan elde edilen bulgular görme becerileri, oyun ve zihin kuramı gelişimini anlama açısından önemlidir. Araştırma bulguları tartışılmış ve ileri araştırmalara yönelik önerilere yer verilmiştir.

Anahtar Kelimeler

Görme Yetersizliği Olan Çocuklar, Gelişimsel Oyun Değerlendirmesi, Zihin Kuramı, Birinci Derece Yanlış Kanı Atfı, okul öncesi dönemi

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