Araştırma Makalesi
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Anaokulunda Oyun Etkinlikleri: Okulu Sevme ve Öğretmenlerle Olan İlişkilere Etkisi

Yıl 2019, Cilt: 4 Sayı: 2, 15 - 32, 14.01.2020

Aysun Gündoğan

Öz

Bu çalışmanın amacı, anaokulundaki
oyun etkinliklerinin okulu sevme ve öğretmenlerle olan ilişkilere etkisini
incelemektir. Bu amaçla deney ve kontrol gruplu deneysel yöntemden
yararlanılmıştır. Araştırmada iki deney bir kontrol grubu yer almaktadır. Çalışma grubunu Denizli ilinde bir
anaokulunda üç sınıfa devam eden 5 yaş grubundan 70 çocuk oluşturmaktadır.
Veriler Ladd, Kochenderfer and Coleman (1996) and Ladd, Buhs and Seid (2000)
tarafından geliştirilen ve Türkçe geçerlik ve güvenirlik çalışmaları yürütülen
School Liking and School Avoidance Questionnaire (child, teacher, parent form)
ve Student-Teacher Relationship Scale (Pianta, 2001) ile toplanmıştır.
Çalışmanın sonucunda, daha fazla sayıda hareketli ve düzenli oyunlar oynatılan çocukların daha az
oyun oynayan çocuklara göre okulu sevme düzeyleri artmış,
okuldan kaçınma düzeyleri azalmıştır. Daha fazla oyun oynayan  çocukların öğretmenlerle yakınlık düzeyleri
artmış, çatışma ve bağımlılık düzeyleri azalmıştır.

Anahtar Kelimeler

okulu sevme okuldan kaçınma anaokulu çocukları oyun etkinlikleri öğretmen-öğrenci ilişkileri

Kaynakça

  • Amsden, D. J., Buell, M. J., Paris, C., Bagdi, A., Cuevas, T., Edwards, N., … Turner, J. (2005). Delaware pilot full-day kindergarten evaluation: A comparison of ten full-day and eight part-day kindergarten programs, school year 2004-2005. Newark, DE: Center for Disabilities Studies, University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/3046
  • Bergen, D. (2002). The role of pretend play in children's cognitive development. Early Childhood Research & Practice, 4, 1. (ERIC Number: ED464763)Berlin, L. J., Dunning, R. D. &Dodge, K. A. (2011). Enhancing the transition to kindergarten: A randomized trial to test the efficacy of the “stars” summer kindergarten orientation program. Early Childhood Research Quarterly, 26(2), 247–254.
  • Birch, S. H. & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.Bjørgen, K. (2015). Children's well-being and involvement in physically active outdoors play in a Norwegian kindergarten: Playful sharing of physical experiences. Child Care in Practice, 21(4), 305-323, DOI: 10.1080/13575279.2015.1051512
  • Bodrova, E. & Leong, D. J. (1998). Development of dramatic play in young children and its effects on self‐regulation: The Vygotskian Approach. Journal of Early Childhood Teacher Education, 19, 2, 115-124. Doi:10.1080/0163638980190204
  • Buhs, E. & Ladd, G. W. (2001). Peer rejection in kindergarten: Relational processes mediating academic and emotional outcomes. Developmental Psychology, 37, 550-560.
  • Buhs, E. S., Ladd, G. W. & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1–13.
  • Burdette, H. L. & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics and Adolescent Medicine, 159, 1, 46-50.
  • Cardon, G., Labarque, V., Smits, D., & De Bourdeaudhuij, I. (2009). Promoting physical activity at the pre-school playground: The effects of providing markings and play equipment. Preventive Medicine, 48, 335–340.
  • Chen, X., Li, D., Chen, H. & Wang, L. (2009). Early childhood behavioral inhibition and social and school adjustment in Chinese children: A 5-year longitudinal study. Child Development, 80, 6, 1692-1704.
  • Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5, 1, 68-80.
  • Coplan, R. J. & Arbeau, K. A. (2008). The stresses of a “brave new world”: Shyness and school adjustment in kindergarten. Journal of Research in Childhood Education, 22, 4, 377-389, DOI: 10.1080/02568540809594634
  • Eggum-Wilkens, N. D., Fabes, R. A., Castle, S., Zhang, L., Hanish, L. D., Martin, C. L. (2014). Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, 29, 345–356.
  • Erkorkmaz, Ü., Etikan, I., Demir, O., Özdamar, K. & Sanisoğlu, S. Y. (2013). Doğrulayıcı faktör analizi ve uyum indeksleri [Confirmatory Factor Analysis and Fit Indices: Review]. Türkiye Klinikleri Journal of Medical Sciences, 33(1), 210-223.
  • Fesseha, E. & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers' perspectives. International Journal of Early Years Education, 24, 3, 361-377.
  • Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29, 2, 111-117.
  • Flannagan, D. & Perese, S. (1998). Emotional references in mother-daughter and mother-son dyads’ conversations about school. Sex Roles, 39, 5/6, 353-367.
  • Fleer, M. (2011). Kindergartens in cognitive times: Imagination as a dialectical relation between play and learning. International Journal of Early Childhood, 43(3), 245–259.
  • Gest, S. D., Welsh, J. A. & Domitrovich, C. E. (2005). Behavioral predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology, 43 (4), 281–301.
  • Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119, 182-191.
  • Gmitrova, V. & Gmitrov, J. (2003). The impact of teacher-directed and child-directed pretend play on cognitive competence in kindergarten children. Early Childhood Education Journal, 30(4), 241–246.
  • Haapasalo, I., Välimaa, R. & Kannas, L. (2010). How comprehensive school students perceive their psychosocial school environment. Scandinavian Journal of Educational Research, 54, 2, 133-150, DOI: 10.1080/00313831003637915
  • Honma, Y. & Uchiyama, I. (2014). Emotional engagement and school adjustment in late childhood: The relationship between school liking and school belonging in Japan. Psychological Reports: Relationships & Communications, 114, 2, 496-508.
  • Honma, Y. & Uchiyama, I. (2016). The relationships between role-taking ability and school liking or school avoidance: Rule and moral situations. Comprehensive Psychology, 5, 1–11, DOI: 10.1177/2165222816648079
  • Howard-Jones, P., Taylor, J. & Sutton, L. (2002). The effect of play on the creativity of young children during subsequent activity. Early Child Development and Care, 172, 4, 323-328, DOI: 10.1080/03004430212722
  • Huan, V. S., Quek, G. C. L., Yeo, L. S., Ang, R. P. & Chong, W. H. (2012). How teacher-student relationship influenced student attitude towards teachers and school. The Asia-Pacific Education Researcher, 21(1), 151-159.
  • Inglese, C. (2011). Compliance and School Liking in Children with High Functioning Autism and Typically-Developing Peers: Relations with Temperament and Parent Behaviors (Master Thesis). Arizona State University, USA. Retrieved from http://repository.asu.edu/attachments/56921/content/Inglese_asu_0010N_10871.pdf
  • Ireson, J. & Hallam, S. (2005). Pupils’ liking for school: Ability grouping, self-concept and perceptions of teaching. British Journal of Educational Psychology, 75, 297–311,DOI:10.1348/000709904X24762
  • Kochenderfer, B. J. & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67, 1305-1317.
  • Ladd G. W., Buhs E. S. & Seid M. (2000). Children’s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Merrill-Palmer Quarterly, 46(2), 255–279.
  • Ladd, G. W. & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 1579-1601.
  • Ladd, G. W. &Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190–206.
  • Ladd, G. W., Kochenderfer, B. J. & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103-1118.
  • Ladd, G. W. & Kochenderfer, B. J. & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment?Child Development, 68, 1181-1197.
  • Ladd, G. W. & Price, J. M. (1987). Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child Development, 58(5), 1168-1189.
  • Ministry of National Education (2013). Early Childhood Education Program. Ankara: Ministry of National Education Publishers.
  • Murray, C., Murray, K. M. & Waas, G. A. (2008). Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29, 49–61, doi:10.1016/j.appdev.2007.10.006
  • Newton, E. & Jenvey, V. (2011). Play and theory of mind: Associations with social competence in young children. Early Child Development and Care, 181, 6, 761-773.
  • O’Connor, C. & Stagnitti, K. (2011). Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting. Research in Developmental Disabilities, 32, 1205–1211.
  • Parten, M. B. (1933). Social participation among preschool children. Journal of Abnormal Psychology, 27, 243-269.
  • Pearson, B. L. (2008). Effects of a cognitive behavioral play intervention on children’s hope and school adjustment (Doctorate Thesis). Case Western Reserve University. Retrieved from https://etd.ohiolink.edu/rws_etd/document/get/case1210040952/inline
  • Pianta R. C. (2001). The student–teacher relationship scale. Charlottesville: University of Virginia.
  • Puckett, M. B., Black, J. K., Wittmer, D. S. & Petersen, S. H. (2009). The Young Child: Development from Prebirth through Age Eight (5th ed.). Upper Saddle River, N. J.: Pearson.
  • Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43, 5, 385–393.
  • Ray, K. & Smith, M. C. (2010). The kindergarten child: What teachers and administrators need to know to promote academic success in all children. Early Childhood Education Journal, 38(1), 5–18.
  • Samdal, O., Nutbeam, D., Wold, B. & Kannas, L. (1998). Achieving health and educational goals through schools-A study of the importance of the school climate and the students' satisfaction with school. Health Education Research, 13,3, 383-397.
  • Saracho, O. N. (2004). Supporting literacy-related play: Roles for teachers of young children. Early Childhood Education Journal, 31, 3, 201-206.
  • Smilansky, S. (1968). The effects of sociodramatic play on disadvantaged preschool children. Oxford, England: John Wiley & Sons.
  • Smith, J. (2011). Measuring school engagement: A longitudinal evaluation of the school liking and avoidance questionnaire from kindergarten through sixth grade (Master Thesis). Arizona State University, USA. Retrieved from http://repository.asu.edu/attachments/56844/content/Smith_asu_0010N_10812.pdf
  • Strong, W.B., Malina, R.M., Blimkie, C.J.R., Daniels, S. R., Dishman, R. K., Gutin, B., … Trudeau, F. (2005). Evidence based physical activity for school-age youth. The Journal of Pediatrics, 146, 6, 732–737.
  • Şahin, D. (2014). Öğretmen-öğrenci ilişki ölçeğinin Türkçe’ye uyarlanması [Turkish adaptation of student-teacher relationship scale]. Eğitim Bilimleri ve Uygulama, 13, 25, 87-102.
  • Tannock, M. T. (2008). Rough and tumble play: An investigation of the perceptions of educators and young children. Early Childhood Education Journal, 35, 357–361.
  • Valiente, C., Lemery-Chalfant, K. & Castro, K. S. (2007). Children's effortful control and academic competence: Mediation through school liking. Merrill-Palmer Quarterly, 53, 1, 1-25.
  • van Oers, B. & Duijkers, D. (2013) Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45, 4, 511-534.
  • Wing, L. A. (1995). Play is not the work of the child: Young children’s perceptions of work and play. Early Childhood Research Quarterly, 10, 2, 223-247.

Play Activities in Kindergarten: Their Effects on School Liking and Relationships with Teachers

Yıl 2019, Cilt: 4 Sayı: 2, 15 - 32, 14.01.2020

Aysun Gündoğan

Öz

The purpose of this study was to
examine the effect of play activities in kindergarten on school liking and
relationships with teachers. For this purpose, an experimental method with
experimental and control groups was used. Two experimental groups and one
control group were included in the study. The sample group consisted of 70
children aged 4-5 years who attended three classes in a kindergarten located in
the city of Denizli, Turkey. The data was collected using the
following measures: the School Liking and School
Avoidance Questionnaire (child, teacher, and parent forms), which was developed
by Ladd, Kochenderfer, and Coleman (1996) and Ladd, Buhs and Seid (2000) and
whose Turkish validity and reliability studies have been conducted, and the
Student-Teacher Relationship Scale (Pianta, 2001). As a result of the study, compared
to those of the children who played less, the levels of school liking of the
children who played more actively and regularly,
increased, while their school avoidance levels decreased. Levels of closeness
with teachers increased among the children, who played more, whereas their
conflict and dependency levels decreased.

Anahtar Kelimeler

School liking school avoidance kindergarten children play activities student-teacher relationships

Kaynakça

  • Amsden, D. J., Buell, M. J., Paris, C., Bagdi, A., Cuevas, T., Edwards, N., … Turner, J. (2005). Delaware pilot full-day kindergarten evaluation: A comparison of ten full-day and eight part-day kindergarten programs, school year 2004-2005. Newark, DE: Center for Disabilities Studies, University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/3046
  • Bergen, D. (2002). The role of pretend play in children's cognitive development. Early Childhood Research & Practice, 4, 1. (ERIC Number: ED464763)Berlin, L. J., Dunning, R. D. &Dodge, K. A. (2011). Enhancing the transition to kindergarten: A randomized trial to test the efficacy of the “stars” summer kindergarten orientation program. Early Childhood Research Quarterly, 26(2), 247–254.
  • Birch, S. H. & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.Bjørgen, K. (2015). Children's well-being and involvement in physically active outdoors play in a Norwegian kindergarten: Playful sharing of physical experiences. Child Care in Practice, 21(4), 305-323, DOI: 10.1080/13575279.2015.1051512
  • Bodrova, E. & Leong, D. J. (1998). Development of dramatic play in young children and its effects on self‐regulation: The Vygotskian Approach. Journal of Early Childhood Teacher Education, 19, 2, 115-124. Doi:10.1080/0163638980190204
  • Buhs, E. & Ladd, G. W. (2001). Peer rejection in kindergarten: Relational processes mediating academic and emotional outcomes. Developmental Psychology, 37, 550-560.
  • Buhs, E. S., Ladd, G. W. & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1–13.
  • Burdette, H. L. & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics and Adolescent Medicine, 159, 1, 46-50.
  • Cardon, G., Labarque, V., Smits, D., & De Bourdeaudhuij, I. (2009). Promoting physical activity at the pre-school playground: The effects of providing markings and play equipment. Preventive Medicine, 48, 335–340.
  • Chen, X., Li, D., Chen, H. & Wang, L. (2009). Early childhood behavioral inhibition and social and school adjustment in Chinese children: A 5-year longitudinal study. Child Development, 80, 6, 1692-1704.
  • Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5, 1, 68-80.
  • Coplan, R. J. & Arbeau, K. A. (2008). The stresses of a “brave new world”: Shyness and school adjustment in kindergarten. Journal of Research in Childhood Education, 22, 4, 377-389, DOI: 10.1080/02568540809594634
  • Eggum-Wilkens, N. D., Fabes, R. A., Castle, S., Zhang, L., Hanish, L. D., Martin, C. L. (2014). Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, 29, 345–356.
  • Erkorkmaz, Ü., Etikan, I., Demir, O., Özdamar, K. & Sanisoğlu, S. Y. (2013). Doğrulayıcı faktör analizi ve uyum indeksleri [Confirmatory Factor Analysis and Fit Indices: Review]. Türkiye Klinikleri Journal of Medical Sciences, 33(1), 210-223.
  • Fesseha, E. & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers' perspectives. International Journal of Early Years Education, 24, 3, 361-377.
  • Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29, 2, 111-117.
  • Flannagan, D. & Perese, S. (1998). Emotional references in mother-daughter and mother-son dyads’ conversations about school. Sex Roles, 39, 5/6, 353-367.
  • Fleer, M. (2011). Kindergartens in cognitive times: Imagination as a dialectical relation between play and learning. International Journal of Early Childhood, 43(3), 245–259.
  • Gest, S. D., Welsh, J. A. & Domitrovich, C. E. (2005). Behavioral predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology, 43 (4), 281–301.
  • Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119, 182-191.
  • Gmitrova, V. & Gmitrov, J. (2003). The impact of teacher-directed and child-directed pretend play on cognitive competence in kindergarten children. Early Childhood Education Journal, 30(4), 241–246.
  • Haapasalo, I., Välimaa, R. & Kannas, L. (2010). How comprehensive school students perceive their psychosocial school environment. Scandinavian Journal of Educational Research, 54, 2, 133-150, DOI: 10.1080/00313831003637915
  • Honma, Y. & Uchiyama, I. (2014). Emotional engagement and school adjustment in late childhood: The relationship between school liking and school belonging in Japan. Psychological Reports: Relationships & Communications, 114, 2, 496-508.
  • Honma, Y. & Uchiyama, I. (2016). The relationships between role-taking ability and school liking or school avoidance: Rule and moral situations. Comprehensive Psychology, 5, 1–11, DOI: 10.1177/2165222816648079
  • Howard-Jones, P., Taylor, J. & Sutton, L. (2002). The effect of play on the creativity of young children during subsequent activity. Early Child Development and Care, 172, 4, 323-328, DOI: 10.1080/03004430212722
  • Huan, V. S., Quek, G. C. L., Yeo, L. S., Ang, R. P. & Chong, W. H. (2012). How teacher-student relationship influenced student attitude towards teachers and school. The Asia-Pacific Education Researcher, 21(1), 151-159.
  • Inglese, C. (2011). Compliance and School Liking in Children with High Functioning Autism and Typically-Developing Peers: Relations with Temperament and Parent Behaviors (Master Thesis). Arizona State University, USA. Retrieved from http://repository.asu.edu/attachments/56921/content/Inglese_asu_0010N_10871.pdf
  • Ireson, J. & Hallam, S. (2005). Pupils’ liking for school: Ability grouping, self-concept and perceptions of teaching. British Journal of Educational Psychology, 75, 297–311,DOI:10.1348/000709904X24762
  • Kochenderfer, B. J. & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67, 1305-1317.
  • Ladd G. W., Buhs E. S. & Seid M. (2000). Children’s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Merrill-Palmer Quarterly, 46(2), 255–279.
  • Ladd, G. W. & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 1579-1601.
  • Ladd, G. W. &Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190–206.
  • Ladd, G. W., Kochenderfer, B. J. & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103-1118.
  • Ladd, G. W. & Kochenderfer, B. J. & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment?Child Development, 68, 1181-1197.
  • Ladd, G. W. & Price, J. M. (1987). Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child Development, 58(5), 1168-1189.
  • Ministry of National Education (2013). Early Childhood Education Program. Ankara: Ministry of National Education Publishers.
  • Murray, C., Murray, K. M. & Waas, G. A. (2008). Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29, 49–61, doi:10.1016/j.appdev.2007.10.006
  • Newton, E. & Jenvey, V. (2011). Play and theory of mind: Associations with social competence in young children. Early Child Development and Care, 181, 6, 761-773.
  • O’Connor, C. & Stagnitti, K. (2011). Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting. Research in Developmental Disabilities, 32, 1205–1211.
  • Parten, M. B. (1933). Social participation among preschool children. Journal of Abnormal Psychology, 27, 243-269.
  • Pearson, B. L. (2008). Effects of a cognitive behavioral play intervention on children’s hope and school adjustment (Doctorate Thesis). Case Western Reserve University. Retrieved from https://etd.ohiolink.edu/rws_etd/document/get/case1210040952/inline
  • Pianta R. C. (2001). The student–teacher relationship scale. Charlottesville: University of Virginia.
  • Puckett, M. B., Black, J. K., Wittmer, D. S. & Petersen, S. H. (2009). The Young Child: Development from Prebirth through Age Eight (5th ed.). Upper Saddle River, N. J.: Pearson.
  • Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43, 5, 385–393.
  • Ray, K. & Smith, M. C. (2010). The kindergarten child: What teachers and administrators need to know to promote academic success in all children. Early Childhood Education Journal, 38(1), 5–18.
  • Samdal, O., Nutbeam, D., Wold, B. & Kannas, L. (1998). Achieving health and educational goals through schools-A study of the importance of the school climate and the students' satisfaction with school. Health Education Research, 13,3, 383-397.
  • Saracho, O. N. (2004). Supporting literacy-related play: Roles for teachers of young children. Early Childhood Education Journal, 31, 3, 201-206.
  • Smilansky, S. (1968). The effects of sociodramatic play on disadvantaged preschool children. Oxford, England: John Wiley & Sons.
  • Smith, J. (2011). Measuring school engagement: A longitudinal evaluation of the school liking and avoidance questionnaire from kindergarten through sixth grade (Master Thesis). Arizona State University, USA. Retrieved from http://repository.asu.edu/attachments/56844/content/Smith_asu_0010N_10812.pdf
  • Strong, W.B., Malina, R.M., Blimkie, C.J.R., Daniels, S. R., Dishman, R. K., Gutin, B., … Trudeau, F. (2005). Evidence based physical activity for school-age youth. The Journal of Pediatrics, 146, 6, 732–737.
  • Şahin, D. (2014). Öğretmen-öğrenci ilişki ölçeğinin Türkçe’ye uyarlanması [Turkish adaptation of student-teacher relationship scale]. Eğitim Bilimleri ve Uygulama, 13, 25, 87-102.
  • Tannock, M. T. (2008). Rough and tumble play: An investigation of the perceptions of educators and young children. Early Childhood Education Journal, 35, 357–361.
  • Valiente, C., Lemery-Chalfant, K. & Castro, K. S. (2007). Children's effortful control and academic competence: Mediation through school liking. Merrill-Palmer Quarterly, 53, 1, 1-25.
  • van Oers, B. & Duijkers, D. (2013) Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45, 4, 511-534.
  • Wing, L. A. (1995). Play is not the work of the child: Young children’s perceptions of work and play. Early Childhood Research Quarterly, 10, 2, 223-247.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Aysun Gündoğan 0000-0002-9521-1577

Yayımlanma Tarihi 14 Ocak 2020
Yayımlandığı Sayı Yıl 2019Cilt: 4 Sayı: 2

Kaynak Göster

APA Gündoğan, A. (2020). Play Activities in Kindergarten: Their Effects on School Liking and Relationships with Teachers. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 4(2), 15-32.