Publication: Eğitici drama uygulamalarının 5-6 yaş grubu çocukların sosyal-duygusal uyumlarına etkisinin incelenmesi
Abstract
EĞİTİCİ DRAMA UYGULAMALARININ 5-6 YAŞ GRUBU ÇOCUKLARIN SOSYAL-DUYGUSAL UYUMLARINA ETKİSİNİN İNCELENMESİ Bu araştırmada, okul öncesi öğretmenlerinin, kendi programlarında farklı sıklıklarda yer verip, uyguladıkları eğitici drama çalışmaları ile 5-6 yaş grubu çocukların sosyal-duygusal uyum düzeylerini belirlemek amaçlanmıştır. Araştırmada, genel tarama türlerinden biri olan ilişkisel tarama modeli, kesit alma yöntemi uygulanmıştır. Okul öncesi öğretmenlerinin eğitici drama uygulamalarına programlarında ne sıklıkta yer verdiğini belirlemek amacıyla araştırmacı tarafından hazırlanan sınıflar hakkındaki ön bilgi formu kullanılmıştır. Çocukların sosyal-duygusal uyumlarını ölçmek amacı ile de Önder, Güven, Sevinç, Aydın ve diğerleri (2004) tarafından geliştirilen Marmara Sosyal-Duygusal Uyum Ölçeğinin, Işık (2006) tarafından 60–72 aylık çocuklar için uyarlanan formu kullanılmıştır. Ölçme araçları, 2006–2007 eğitim-öğretim yılında, İstanbul ili Bayrampaşa ve Kadıköy ilçelerinde bulunan 3 resmi ilköğretim okulunun anasınıflarına devam eden 211 çocuk ve bu çocukların öğretmenlerine uygulanmıştır. Araştırma bulguları, 5-6 yaş çocuklarının, yaşına, cinsiyetine ve eğitici dramaya katılma sıklıklarına göre sosyal duygusal uyum düzeylerinin istatiksel açıdan anlamlı bir farklılık gösterdiğini ortaya koymuştur. Haftada 1-2 saat eğitici drama uygulamasına katılan çocukların sosyal duygusal uyum düzeyleri ile haftada 3-4 saat eğitici drama uygulamasına katılan çocukların sosyal duygusal uyum düzeylerinin istatiksel açıdan anlamlı bir farklılık göstermediği ortaya çıkmıştır. Bulgular, haftada 1-2 saat ve 3-4 saat eğitici drama uygulamasına katılan 5-6 yaş çocuklarının sosyal duygusal uyum düzeyleri ile haftada hiç drama uygulamasına katılmayan çocukların sosyal duygusal uyum düzeylerinin istatiksel açıdan anlamlı şekilde farklılık gösterdiğini ortaya koymuştur. Drama Uygulamaları, 5–6 Yaş Grubu Çocukları, Sosyal-Duygusal Uyum.
EFFECTS OF EDUCATIONAL DRAMA PERFORMANCES ON SOCIAL-EMOTIONAL ADAPTATIONS OF CHILDREN AT 5-6 YEARS-OLD The aim of the study was to determine social-emotional adaptation level of children within the age group of 5-6 with educational dramas which have been used by pre-school teachers at different frequencies in their own program. Relational scanning method was used in the study. Pre-information forms were used to find out at what frequency pre-school teachers use educational drama in their program. “Marmara Social-Emotional Adaptation Scale” which was developed by Önder et al. (2004) and changed later on for children at 60-72 months of age by Işık (2006) was used in order to measure children’s social-emotional adaptations. The survey was conducted over 211 children enrolled in nursery classes and their teachers at three state primary schools in the subprovince of Bayrampaşa and Kadıköy in Istanbul within the 2006-2007 educational year. The results indicate that children at the age of 5-6 showed a meaningful difference statistically at their social-emotional adaptation level in terms of their age, gender and frequency of participation in educational drama performances. However a significant difference could not be found at social emotional adaptation level of children who participated in educational drama performances between 1-2 and 3-4 hours a week. The results are obvious to indicate that there was a significant difference between social-emotional adaptation levels of children who participated in educational drama performances 1-2, 3-4 hours a week and social-emotional adaptation levels of children who did not participate in any educational drama performances. Key words: Educational Drama Performances, Children at the age of 5-6, Social-Emotional Adaptation.
EFFECTS OF EDUCATIONAL DRAMA PERFORMANCES ON SOCIAL-EMOTIONAL ADAPTATIONS OF CHILDREN AT 5-6 YEARS-OLD The aim of the study was to determine social-emotional adaptation level of children within the age group of 5-6 with educational dramas which have been used by pre-school teachers at different frequencies in their own program. Relational scanning method was used in the study. Pre-information forms were used to find out at what frequency pre-school teachers use educational drama in their program. “Marmara Social-Emotional Adaptation Scale” which was developed by Önder et al. (2004) and changed later on for children at 60-72 months of age by Işık (2006) was used in order to measure children’s social-emotional adaptations. The survey was conducted over 211 children enrolled in nursery classes and their teachers at three state primary schools in the subprovince of Bayrampaşa and Kadıköy in Istanbul within the 2006-2007 educational year. The results indicate that children at the age of 5-6 showed a meaningful difference statistically at their social-emotional adaptation level in terms of their age, gender and frequency of participation in educational drama performances. However a significant difference could not be found at social emotional adaptation level of children who participated in educational drama performances between 1-2 and 3-4 hours a week. The results are obvious to indicate that there was a significant difference between social-emotional adaptation levels of children who participated in educational drama performances 1-2, 3-4 hours a week and social-emotional adaptation levels of children who did not participate in any educational drama performances. Key words: Educational Drama Performances, Children at the age of 5-6, Social-Emotional Adaptation.