Okulöncesi Eğitim Kurumuna Devam Eden 5–6 Yaş Grubu Çocukların Bilişsel Üslûpları ile Oyun Davranışları Arasındaki İlişkinin İncelenmesi

Bu çalışmanın amacı, okulöncesi eğitim kurumuna devam eden 5 – 6 yaş çocuklarının bilişsel üslupları ile, bilişsel ve toplumsal oyun sınıflamasına göre, gözlemlenen oyunları arasındaki ilişkinin incelenmesidir. Araştırma, ilişkisel tarama modeli niteliğindedir. Araştırma için seçilen anaokullarından, 5-6 yaş gruplarından 19’u kız, 11’i erkek toplam 30 çocuk araştırmaya katılmıştır. Araştırmada çocukların bilişsel üsluplarını ölçmek için “Çocuklar için Gizlenmiş Şekiller Testi”, oyun davranışlarını gözlemlemek için, “Oyun Gözlem Formu”kullanılmıştır. Çocukların bilişsel üslup puanları ile oyun oynama sıklığı, iletişim becerisi düzeyi, liderlik özelliği arasındaki ilişkiyi incelemek amacıyla Pearson korelasyon katsayısı (r) kullanılmıştır. Alana bağımlı ve alandan bağımsız çocukların oyun oynama sıklıkları, iletişim becerileri ve liderlik özelliklerinin anlamlı farklılık gösterip gösteremediğini test etmek için Mann Whitney Utesti kullanılmıştır. Çocuklarca tercih edilen toplumsal oyun türüne göre bilişsel üslup puanlarının anlamlı farklılık gösterip göstermediği Kruskal Wallis H-testi kullanılarak analiz edilmiştir. Bu araştırmadan elde edilen bulgular, oyun seçiminde bilişsel üslubun belirleyici bir etkisi olmadığını göstermiştir. Ancak örneklemi oluşturan çocukların yaş düzeylerinin, oynadıkları oyun türünü etkilediği gözlenmiştir.

The Relationship Between Cognitive Styles and Play Behaviour of 5–6 Years Old Kindergarden Children

The purpose of the research is to investigate the relationship between cognitive style and observed behaviour which according to cognitive and social play classification 5–6 years old children. The sample were 30 children who were 5–6 years of age, 19 girls, 11 boys. Pearson correlation’s were (r) used to investigate the relationship between cognitive style of children and frequency of play; level of communication ability and leadership characters. In order to see the difference between field dependent / independent cognitive styles children in term of their frequencies of play; level of communication ability and leadership characters Mann Whitney U test has been used. Moreover, to see the difference between dependent / independent children in term of social play Kruskal Wallis H test has been used. No significant differences were found between field dependent/independent children in the measures of frequencies of play, level of communication ability and leadership characters, children in the study were 5–6 years old who mostly engage dramatic play due to their developmental characteristics

Keywords:

Kindergarden children, cognitive style play,

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