GRUP ORTAMLARINDAKİ OYUNUN DEĞERLENDİRİLMESİ (GOOD) GÖZLEM FORMUNUN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Amaç: Bu araştırmanın amacı Lautamo (2012) tarafından geliştirilen "PAGS; Play Assessment for Group Settings (GOOD-Grup Ortamlarındaki Oyunun Değerlendirilmesi)" Gözlem Formunun Türkçeye uyarlanması, geçerlik ve güvenirlik analizlerinin yapılmasıdır. Gereç- Yöntem: İki-sekiz yaş arasındaki çocukların doğal grup ortamlarındaki oyun performanslarını ölçmek amacı ile tasarlanan GOOD Gözlem Formu dörtlü Likert tipinde puanlanan 38 maddeden oluşmaktadır. Araştırma verileri Edirne İl Merkezinde bulunan 13 okul öncesi kurumda görev yapan 46 öğretmen ve yaşları 36 ile 73 ay arasında değişen (M=54,6 ay, SS=0.99) toplam 149 çocuktan toplanmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen Genel Bilgi Formu, GOOD Gözlem Formu ve öğretmenlerin sınıflarındaki çocukların duygusal durumu ve davranışları konusundaki fikirlerinin alınması amacıyla LaFreniere ve Dumas (1996) tarafından geliştirilen, Çorapçı ve arkadaşları (2010) tarafından Türkçe’ye uyarlanan “Sosyal Yetkinlik ve Davranış Değerlendirme-30 Ölçeği (SYDD-30)” kullanılmıştır. İlk adım olarak, Grup Ortamlarındaki Oyunun Değerlendirilmesi Gözlem Formu dil ve kültürel açıdan Türkçe’ye uyarlanmıştır. Bulgular: Ölçeğin geçerliliği Faktör Analizi ve alt-üst %27 lik grup puan farklarıyla ölçülmüştür. Ölçeğin iç güvenirliği Cronbach’s alpha yöntemi ile hesaplanmıştır. Buna ek olarak ölçeğin diğer ölçekler ile yordayıcı geçerliliğine bakılmıştır. Faktör Analizleri sonucu ölçeğin orijinal ölçekteki gibi tek faktörlü bir yapıya sahip olduğu belirlenmiştir: (χ2(665) = 1975.93) ve faktör yüklerinin. 61 ile. 83 arasında değiştiği gözlemlenmiştir. Üst %27 (M= 3.53 SS= .10) ile alt %27’lik (M= 2.10, SS= .44) gruplar arasında anlamlı farklılık bulunmuştur (t(80)= -19.86, p < .001). İç güvenirlik katsayısı α=.98 olarak bulunmuştur. Ayrıca ölçeğin öğretmen tarafından değerlendirilen sosyal beceriler ile (r= .69) olumlu bir korelasyon göstermesi ölçeğin geçerlilik ve genellenebilirliğini göstermiştir. Sonuç: Bu analizler doğrultusunda, Grup Ortamlarındaki Oyunun Değerlendirilmesi (GOOD) Gözlem Formunun, Türk çocukları ile uygulanabilir olduğu kabul edilmiştir.

VALIDITY AND RELIABILITY STUDY OF THE PLAY ASSESSMENT FOR GROUP SETTINGS (PAGS)

Aim: The aim of the current study is to adapt the "PAGS; Play Assessment in Group Settings" Observation Form (Lautamo, 2012) to Turkish and test its vaidity and reliability. Instrument-Method: 38-item PAGS Observation Form, which was designed to assess the play performances of 2-8 year-olds in natural group settings, is rated on 4- point Likert scale. The data was collected from 46 preschool teachers and 149 preschoolers aged 36-73 months (M=54,6 months, SD=0.99) in Edirne city center. General Information Form, PAGS form with 38 items, and Social Competence and Behavior Evaluation (SCBE-30) developed by LaFreniere and Dumas (1996) and adapted to Turkish by Çorapçı et al. (2010) was used for data collection. SCBE-30 evaluates children’s problematic symptoms and the quality of social skills and consists of three subscales with 10 items in each, which are Social Competence (SC), Anger-Aggression (AA), and Anxiety-Withdrawal (AW), respectively. First, PAGS was adapted to Turkish language and culture. After the legal permissions were taken, the researchers observed the children one by one. Findings: The validity was assessed with Factor Analysis and the Upper and Lower 27% of Group Rule. Cronbach’s Alpha was used to assess the internal reliability of the scale. In addition, predictive validity of the scale was investigated compared to the other scales. The Factor Analysis revealed that the scale has a one-factor structure as in the original version: (χ2(665) = 1975.93) and factor loads ranged between .61 and .83. There was a significant difference between the Upper 27% (M= 3.53 SD= .10) and Lower 27% (M= 2.10, SD= .44) of the group (t(80)= - 19.86, p < .001). Internal reliability coefficient was found α=.98. Besides, the positive correlation between the scale and the social skills rated by the teachers (r= .69) supports the validity and generalizability of the scale. Conclusion: Based on the analysis results, Play Assessment for Group Settings (PAGS) Observation Form can be considered as suitable assessment tool for Turkish children.

___

  • Ahmetoğlu, E., Acar, I. H., & Aral, N. (2016). Penn Etkileşimli Akran Oyun Ölçeği Ebeveyn Formunun (PIPPS-P) Geçerlik ve Güvenirlik Çalışması. Journal of Turkish Studies, 11(Volume 11 Issue 9), 31-31. doi:10.7827/turkishstudies.9634
  • Ahmetoğlu, E., Acar, I. H., & Aral, N. (2017). Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun (PEAOÖ-Ö)Uyarlama Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 104-119.
  • Akgün, E., & Yeşilyaprak, B. (2011). The Qualitative Dimension Of Mother-Child Play Interaction: An Evaluation Of Mothers' Verbal Expressions. Hacettepe University Journal of Education, 40, 11- 20.
  • Athey, I. (1984). Contributions of play to development. In T. D. Yawkey & A. D. Pellegrini (Eds.), Child's play: Developmental and applied (pp. 9-28). Hillsdale, NJ: Erlbaum.
  • Barbakoff, S., & Yo, Y. P. (2002). Levels of social play: Observing and recording preschoolers (ED472748). Retrieved from ERIC-Educational Resources Information Center website: http://files.eric.ed.gov/fulltext/ED472748.pdf
  • Bekoff, M., & Allen, C. (1998). Intentional communication and social play: how and why animals negotiate and agree to play. Animal Play, 97-114.
  • Black, M. M., Dubowitz, H., & Starr, R. H. (1999). African American Fathers in Low Income, Urban Families: Development, Behavior, and Home Environment of Their Three-Year-Old Children. Child Development, 70(4), 967-978. doi:10.1111/1467-8624.00070
  • Bodrova, E., & Leong, D. J. (2015). Vygotskian and Post-Vygotskian Views on Children's Play. American Journal of Play, 7(3), 371-388.
  • Brown, S. (1998). Play as an organizing principle: Clinical evidence and personal observations. In M. Bekoff & J. A. Byers (Eds.), Animal play: Evolutionary, comparative, and ecological perspectives (pp. 243-259). Cambridge, England: Cambridge University Press.
  • Brown, S. L., & Vaughan, C. C. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York, NY: Avery.
  • Carlton, M. P., & Winsler, A. (1999). School Readiness: The Need for a Paradigm Shift. School Psychology Review, 28(3), 338-352.
  • Casby, M. W. (2003). The Development of Play in Infants, Toddlers, and Young Children. Communication Disorders Quarterly, 24(4), 163-174. doi:10.1177/15257401030240040201
  • Casby, M. W. (2003). The Development of Play in Infants, Toddlers, and Young Children. Communication Disorders Quarterly, 24(4), 163-174. doi:10.1177/15257401030240040201
  • Coplan, R. J., Rubin, K. H., & Findlay, L. C. (2006). Social and Nonsocial Play. In D. P. Fromberg & D. Bergen (Eds.), Play from birth to twelve (2nd ed., pp. 75-86). New York, NY: Routledge.
  • Coplan, R. J., Rubin, K. H., & Findlay, L. C. (2006). Social and Nonsocial Play. In D. P. Fromberg & D. Bergen (Eds.), Play from birth to twelve (2nd ed., pp. 75-86). New York, NY: Routledge.
  • Coplan, R. J., Schneider, B. H., Matheson, A., & Graham, A. (2010). ‘Play skills’ for shy children: development of aSocial Skills Facilitated Playearly intervention program for extremely inhibited preschoolers. Infant and Child Development, 19, 223-237. doi:10.1002/icd.668
  • Çorapçı, F., Aksan, N., Arslan-Yalçın, D., & Yağmurlu, B. (2010). Okul Öncesi Dönemde Duygusal, Davranışsal ve Sosyal Uyum Taraması: Sosyal Yetkinlik ve Davranış Değerlendirme-30 Ölçeği. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 17(2), 63-74.
  • Durualp, E., & Aral, N. (2010). Altı Yaşındaki Çocukların Sosyal Becerilerine Oyun Temelli Sosyal Beceri Eğitiminin Etkisinin İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 160-172.
  • Elkind, D. (2007). The power of play: How spontaneous, imaginative activities lead to happier, healthier children. Cambridge, MA: Da Capo Lifelong.
  • Fagen, R. M. (1995). Animal play, games of angels, biology, and Brian. In A. D. Pellegrini (Ed.), The future of play theory (pp. 23-44). Albany, NY: State University of New York Press.
  • Fantuzzo, J., & Hampton, V. R. (2000). Penn Interactive Peer Scale: A parent and teacher rating system for young children. In C. E. Schaefer, K. Gitlin-Weiner, & A. Sandgrund (Eds.), Play diagnosis and assessment (2nd ed., pp. 599-620). Hoboken, NJ: Wiley & Sons.
  • Frost, J. L., Wortham, S. C., & Reifel, R. S. (2008). Play and child development (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Furumi, F., & Koyasu, M. (2012). Effects of Role-play Experience on Primary School Children's Mindreading of People with Restricted Color Vision. Japanese Journal of Psychology, 83, 18- 26. Retrieved from http://doi.org/10.4992/jjpsy.83.18
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. R. (2010). Multivariate Data Analysis (7th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Harlow, H. F., & Harlow, M. K. (1962). Social deprivation in monkeys. Scientific American, 207, 137- 146.
  • He, J., & Van de Vijver, F. (2013). Response Styles Among Ethnic Groups in the Netherlands. Personality and Individual Differences, 55(7), 794-800. doi:10.1016/j.paid.2013.06.017
  • Hughes, F. P. (2010). Children, Play, and Development (4th ed.). Sage.
  • Kline, R. B. (2005). Methodology in the social sciences. Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford Press.
  • Kline, T. (2005). Psychological Testing: A Practical Approach to Design and Evaluation. California: Sage Publications Ltd.
  • Koçyiğit, S., Sezer, T., & Yılmaz, E. (2015). 60-72 Aylık Çocukların Sosyal Yetkinlik ve Duygu Düzenleme Becerileri ile Oyun Becerileri Arasındaki İlişkinin İncelenmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12-1(23), 209-218.
  • LaFreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8(4), 369-377. doi:10.1037//1040-3590.8.4.369
  • Lautamo, T. (2012). Play Assessment for Group Settings: Validating a Measurement Tool for Assessment of Children's Play Performance in the Day-Care Context (Doctoral dissertation, University of Jyväskylä, Jyväskylä, Finland). Retrieved from https://jyx.jyu.fi/dspace/bitstream/handle/123456789/40444/978-951-39-4890- 0.pdf?sequence=1
  • Levey, S. (2011). Language Development From Ages 3 to 5. In S. Levey & S. Polirstok (Eds.), Language development: Understanding language diversity in the classroom (pp. 115-138). Thousand Oaks, CA: SAGE.
  • Linder, T. W., Holm, C. B., Walsh, K. A., & Kalesnik, J. (1999). Transdisciplinary play-based assessment. In E. V. Nuttall & I. Romero (Eds.), Assessing and screening preschoolers (pp. 161- 185). Needham Heights, MA: Allyn&Bacon.
  • Mann, D. (1996). Serious Play. Teachers College Record, 97(3), 46-469.
  • McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, 31(2), 198-206.
  • Merrell, K. W. (1994). Assessment of behavioral, social & emotional problems: Direct and objective methods for use with children and adolescents. New York, NY: Longman.
  • Metin-Aslan, Ö. (2017). 36-71 Aylık Çocuklar İçin Oyun Davranış ÖlçeğininGeliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Kastamonu Eğitim Dergisi, 25(3), 897-910.
  • Ogura, T. (1991). A longitudinal study of the relationship between early language development and play development. Journal of Child Language, 18(02), 273. doi:10.1017/s0305000900011065
  • Orr, E., & Geva, R. (2015). Symbolic play and language development. Infant Behavior and Development, 38, 147-161. doi:10.1016/j.infbeh.2015.01.002
  • Pellegrini, A. D. (2009). The role of play in human development. New York, NY: Oxford University Press.
  • Pellegrini, A. D., & Smith, P. K. (1998). The Development of Play During Childhood: Forms and Possible Functions. Child Psychology and Psychiatry Review, 3(2), 51-57. doi:10.1017/s1360641798001476
  • Pellis, S. M., Pellis, V. C., & Bell, H. C. (2010). The Function of Play in the Development of the Social Brain. American Journal of Play, 2(3), 278-296.
  • Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social Withdrawal in Childhood. Annual Review of Psychology, 60(1), 141-171. doi:10.1146/annurev.psych.60.110707.163642
  • Rubin, K. H., Fein, G. G., & Vanderberg, B. (1983). Play. In E. M. Hetherington & P. H. Mussen (Eds.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (pp. 693-774). New York: Wiley.
  • Shim, J. (2007). Low-Income Children's Pretend Play: The Contributory Influences of Individual and Contextual Factors (Unpublished master's thesis). University of North Carolina, Greensboro, NC.
  • Sroufe, L. A., Duggal, S., Weinfield, N., Carlson, E., & Miller, S. M. (2000). Relationships, Development, and Psychopathology. In A. J. Sameroff & M. Lewis (Eds.), Handbook of Developmental Psychopathology (2nd ed., pp. 1-17). New York, NY: Kluwer Academic/Plenum Publishers.
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1994). Specificity in mother-toddler language-play relations across the second year. Developmental Psychology, 30(2), 283-292. doi:10.1037//0012-1649.30.2.283
  • Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and Mothers at Play With Their 2- and 3-Year-Olds: Contributions to Language and Cognitive Development. Child Development, 75(6), 1806-1820. doi:10.1111/j.1467-8624.2004.00818.x
  • Thorndike, R. M., & Thorndike-Christ, T. (2014). Measurement and Evaluation in Psychology and Education (8th ed.). Pearson Education Limited.
  • Veziroğlu-Çelik, M., & Acar, I. H. (2018). Children's Learning Behaviors: Psychometric Properties of the Preschool Learning Behavior Scale in Turkey. Turkish Studies, 13(19), 1897-1910. doi:10.7827/TurkishStudies.14013
  • Vygotsky, L. S. (1967). Play and Its Role in the Mental Development of the Child. Journal of Russian and East European Psychology, 5(3), 6-18. doi:10.2753/rpo1061-040505036
  • Zigler, E., Singer, D. G., & Bishop-Josef, S. J. (2004). Children's play: The roots of reading. Washington, DC: Zero To Three Press.