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Year 2015, Volume: 7 Issue: 2, 212 - 237, 17.01.2016
https://doi.org/10.20489/intjecse.12075

Abstract

References

  • Adelson, E. & Fraiberg, S. (1974). Gross motor development in infants blind from birth.Child Development, 45 (1), 114-126.
  • Ataman, A. (1983). Kör çocuğun gelişiminde oyunun önemi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 16 (2), 337-346.
  • Ataman, A. (Edt.). (2005). Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş. (2. Baskı). Ankara: Gündüz Eğitim ve Yayıncılık.
  • Bagnato, S.J. & Neisworth, J.T. (1994). A national study of the social and treatment “invalidity” of intelligence testing for early intervention. School Psychology Quarterly, 9 (2), 81-102.
  • Baron-Cohen, S. (1987). Autism and symbolic play. British Journal of Developmental Psychology, 5, 139-148.
  • Berliner, K.B. (1994). The play behaviors of children with visual impairment compared to sighted peers. Unpublished master thesis, Rush University, Chicago.
  • Bishop, M., Hobson, R.P. & Lee, A. (2005). Symbolic play in congenitally blind children. Development and Psychopathology, 17 (2), 447-465.
  • Buultjens, M. & Ferguson, R. (1994). Let’s play together! The British Journal of Visual Impairment, 12 (3), 87-89.
  • Casby, M.W. (2003). The development of play in infants, toddlers, and young children. Communication Disorders Quarterly, 24 (4), 163-174.
  • Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of Visual Impairment & Blindness, 100 (2), 75-90.
  • Cherney, I.D., Kelly-Vance, L., Glover, K.G., Ruane, A. & Ryalls, B.O. (2003). The effects of stereotyped toys and gender on play assessment in children aged 18-47 months. Educational Psychology, 23 (1), 95-106.
  • Diken, İ.H. (Edt.). (2012). Erken Çocukluk Eğitimi. (2. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Dykeman, B.F. (2008). Play-based neuropsychological assessment of toddlers. Journal of Instructional Psychology, 35 (4), 405-409.
  • Fewell, R.R. & Kaminski, R. (1988). Play skills development and instruction for young children with handicaps. (Eds.: Odom, S.L. & Karnes, M.B.). Early Intervention for Infants And Children With Handicaps: An Empirical Base. Baltimore, MD, US: Paul H. Brookes Publishing.
  • Fewel, R.R. & Rich, J.S. (1987). Play assessment as a procedure for examining cognitive, communication, and social skills in multihandicapped children. Journal of Psychoeducational Assessment, 5 (2), 107-118.
  • Filaccio, M.D. (2008). Child-centered play therapy for children with low vision: A multiple case study. Unpublished doctor of education dissertation, University of Northern Colorado, Colorado.
  • Frey, J.R. & Kaiser, A.P. (2011). The use of play expansions to increase the diversity and complexity of object play in young children with disabilities. Topics in Early Childhood Special Education, 31 (2), 99-111.
  • Gagnon, S.G. & Nagle, R.J. (2004). Relationships between peer interactive play and social competence in at-risk children. Psychology in the Schools, 41 (2), 173-189.
  • Gerhardt, J. (1982). The development of object play and classificatory skills in a blind child. Journal of Visual Impairment & Blindness, 76, 219-223.
  • Gürel, Ö., Özdemir, S. ve Küçüközyiğit, M.S. (2012). Okul öncesi dönemde 4-6 yaş gurubundaki görme engelli çocukların oyun davranışlarının ve sosyal etkileşimlerinin incelenmesi: Bir eğitim ortamı karşılaştırması. 1. Ulusal Disiplinlerarası Erken Müdahale Kongresi, Antalya.
  • Hughes, M., Dote-Kwan, J. & Dolendo, J. (1998). A close look at the cognitive play of preschoolers with visual impairments in the home. Exceptional Children, 64 (4), 451 - 462.
  • Incze, C.C. (2005). Targeting skills based on a developmental play assessment: Effects of intervention on preschoolers with autism. Unpublished master thesis, The Florida State University DigiNole Commons Florida.
  • İftar-Tekin, E. ve İftar-Kırcaali, G. (2006). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. (3.Baskı). Ankara: Nobel Yayın Dağıtım.
  • Kasari, C., Freeman, S. & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611-620.
  • Kelly-Vance, L. & Ryalls, B.O. (2008). Best practices in play assessment and
  • intervention. Best Practices in School Psychology, 33 (2), 549-560.
  • Kelly-Vance, L., Needelman, H., Troia, K. & Ryalls, B.O. (1999). Early childhood assessment: A comparison of the bayley scales of infant development and play-based assessment in two-year old at-risk children. Developmental Disabilities Bulletin: 27 (1), 1-15.
  • Kılıçoğlu, M. (2006). Anasınıfı, hazırlık ve ilköğretim birinci sınıflarda okuyan görme engelli öğrencilerin oyunlarının değerlendirilmesi: Karşılaştırmalı bir
  • araştırma. Yayımlanmamış yüksek lisans tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Lewis, V., Norgate, S., Collis, G. & Reynolds, R. (2000). The consequences of visual impairment for children’s symbolic and functional play. British Journal of Developmental Psychology, 18, 449-464.
  • Libby, S., Powell, S., Messer, D. & Jordan, R. (1998). Spontaneous play in children with autism: A reappraisal. Journal of Autism and Developmental Disorders, 28 (6), 487 - 497.
  • Lieberman, L.J. & MacVicar, J.M. (2003). Play and recreational habits of youths who are deaf-blind. Journal of Visual Impairment & Blindness, 97 (12), 755-768.
  • Lifter, K. (2008). Developmental play assessment and teaching. (Eds.: Luiselli, J.K., Russo, D.C., Christian, W.P. & Wilczynski, S.M.). Effective Practices For Children With Autism: Educational And Behavioral Support Interventions That Work. Newyork: Oxford University Press, Inc.
  • Lifter, K. & Bloom, L. (1998). Intentionality and the role of play in the transition to language. (Eds.: Wetherby, A.M., Warren, S.F. & Reichle, J.). Transitions In Prelinguistic Communication. Baltimore: Paul H. Brookes Publishing Company.
  • Lifter, K., Azaroff-Sulzer, B., Anderson, S.R. & Cowdery, G.E. (1993). Teaching play activities to preschool children with disabilities: The importance of developmental considerations. Journal of Early Intervention, 17 (2), 139-159.
  • Lifter, K., Ellis, J.T., Cannon, B.O. & Anderson, S.R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27 (4), 247-267.
  • Lin, S.H. & Lin, C.J. (2003). An observational study of play behaviors of children with visual impairment in a kindergarten classroom of a blind school. Bulletin of Special Education and Rehabilitation, 92 (11), 75-99.
  • Linder, T.W. (1993). Transdisciplinary Play-Based Assessment: A functional Approach To Working With Young Children (rev. ed.). Baltimore, MD, US: Paul H. Brookes Publishing.
  • Mahoney, G. & Perales, F. (2008). How relationship focused intervention promotes developmental learning. Down Syndrome Research & Practice, 13 (3), 47-55.
  • Milteer, R.M., Ginsburg, K.R. & Mulligan, D. A. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129 (1), 204-213.
  • Moller, M.A. (1991). The ophthalmologist’s role with visually impaired children. (Eds.: Nelson, L.B., Calhoun, J.H. & Harley, R.D.). Pediatric Ophthalmology. (3rd Edition). Philadelphia: W.B. Saunders.
  • Myers, C.L., McBride, S.L. & Peterson, C.A. (1996). Transdisciplinary, play-based assessment in early childhood special education: An examination of social validity. Topics in Early Childhood Special Education, 16 (1), 102-126.
  • Olson, M.R. (1983). A study of the exploratory behavior of legally blind and sighted preschoolers. Exceptional Children, 50 (2), 130-138.
  • Özdemir, S. (2011). Görme Engellilerde Erken Çocukluk Dönemi Eğitimi.
  • Yayımlanmamış Yüksek Lisans Ders Notları. Gazi Üniversitesi.
  • Özdemir, S., Gürel, Ö., Ceyhun, A.T., Şahin, R. ve Küçüközyiğit, M.S. (2011). Okul öncesi dönemde görme engelli çocuklarla normal gelişim gösteren çocukların oyun davranışlarının karşılaştırılması. 21. Ulusal Özel Eğitim Kongresi, Kıbrıs.
  • Özdemir, S., Gürel, Ö. ve Küçüközyiğit, M.S. (2011). Okul öncesi görme engelli çocukların oyun davranışları ve akran etkileşimlerinde eğitim ortamı karşılaştırması. 21. Ulusal Özel Eğitim Kongresi, Kıbrıs.
  • Parsons, S. (1986). Function of play in low vision children (Part 2): Emerging patterns of behavior. Journal of Visual Impairment & Blindness, 80 (6), 777-784.
  • Parten, M. B. (1932). Social participation among preschool children. Journal of Abnormal Social Psychology, 27, 243-269.
  • Parten, M. (1933). Social play among preschool children. Journal of Abnormal and Social Psychology, 28, 136-147.
  • Pehlivan, H. (2005). Oyun Ve Öğrenme. Ankara: Anı Yayıncılık.
  • Piaget, J. (1962). Play, Dreams, and Imitation in Childhood. Norton, New York.
  • Pogrund, R.L., Fazzi, D.I. & Lampert, J.S. (Edt.). (1996). Erken Çocukluk Dönemindeki Görme Yetersizliği Olan Çocukların Eğitimi. Ankara: Karatepe Yayınları.
  • Preisler, G.M. (1993). A descriptive study of blind children in nurseries with sighted children. Child: Care, Health and Development, 19 (5), 295-315.
  • Recchia, S.L. (1987). Learning To Play-Common Concerns For The Visually Impaired Preschool Child. Los Angeles CA: Blind Children’s Center.
  • Recchia, S.L. (1997). Play and concept development in infants and young children with severe visual impairments: A constructivist view. Journal of Visual Impairment & Blindness, 91 (4), 401-406.
  • Rettig, M.A. (1994). The play of young children with visual impairments:
  • Characteristics and interventions. Journal of Visual Impairment & Blindness, 88 (5), 410-420.
  • Rogers, S.J. & Puchalski, C.B. (1984). Development of symbolic play in visually impaired young children. Topics in Early Childhood Special Education, 3 (4), 57-62.
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  • Skellenger, A.C., Rosenblum, L.P. & Jager, B.K. (1997). Behaviors of preschoolers with visual impairments in indoor play settings. Journal of Visual Impairment & Blindness, 91 (6), 519-530.
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  • Enstitüsü, Ankara.
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Görme Yetersizliğinden Etkilenen ve Normal Gelişim Gösteren Çocukların Oyun Çeşitlilik ve Karmaşıklık Düzeylerinin İncelenmesi

Year 2015, Volume: 7 Issue: 2, 212 - 237, 17.01.2016
https://doi.org/10.20489/intjecse.12075

Abstract

Bu araştırmada, yaşları 3 ile 6 arasında olan az gören, total görme engelli ve normal gelişim gösteren çocukların oyun çeşitlilik ve karmaşıklık düzeylerinin karşılaştırılması amaçlanmıştır. Araştırmanın çalışma grubunu; 2013-2014 eğitim-öğretim yılında, Ankara ilinde Milli Eğitim Bakanlığı’na bağlı resmi ilköğretim okulları ve özel özel eğitim kurumlarına devam eden 40 çocuk oluşturmuştur. Araştırma verileri çocuklarla doğal oyun bağlamında, araştırmacı-çocuk oyun etkileşimi aracılığıyla toplanmıştır. Araştırmada çocukların sergiledikleri oyun çeşitliliği, Aynı, Farklı ve Oyun Dışı davranış kategorilerinde kodlanırken; oyun karmaşıklık düzeyleri ise Sembolik, İşlevsel ve İşlevsel Olmayan Oyun davranışları kategorilerinde kodlanmıştır. Araştırma bulguları az gören, total görme engelli ve normal gelişim gösteren çocukların oyun çeşitliliklerinin Aynı ve Farklı oyun davranışları kategorilerinde anlamlı olarak farklılaştığını;Oyun Dışı davranış kategorisinde ise anlamlı olarak farklılaşmadığını göstermiştir. Ayrıca araştırma bulguları, az gören, total görme engelli ve normal gelişim gösteren çocukların oyun karmaşıklık düzeylerinin Sembolik ve İşlevsel Olmayan Oyun davranışları kategorilerinde anlamlı olarak farklılaştığına; İşlevsel Oyun kategorisinde ise anlamlı olarak farklılaşmadığına işaret etmiştir. Araştırmanın bulguları alanyazın çerçevesinde tartışılmış ve uygulamalara yönelik önerilere yer verilmiştir. 

References

  • Adelson, E. & Fraiberg, S. (1974). Gross motor development in infants blind from birth.Child Development, 45 (1), 114-126.
  • Ataman, A. (1983). Kör çocuğun gelişiminde oyunun önemi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 16 (2), 337-346.
  • Ataman, A. (Edt.). (2005). Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş. (2. Baskı). Ankara: Gündüz Eğitim ve Yayıncılık.
  • Bagnato, S.J. & Neisworth, J.T. (1994). A national study of the social and treatment “invalidity” of intelligence testing for early intervention. School Psychology Quarterly, 9 (2), 81-102.
  • Baron-Cohen, S. (1987). Autism and symbolic play. British Journal of Developmental Psychology, 5, 139-148.
  • Berliner, K.B. (1994). The play behaviors of children with visual impairment compared to sighted peers. Unpublished master thesis, Rush University, Chicago.
  • Bishop, M., Hobson, R.P. & Lee, A. (2005). Symbolic play in congenitally blind children. Development and Psychopathology, 17 (2), 447-465.
  • Buultjens, M. & Ferguson, R. (1994). Let’s play together! The British Journal of Visual Impairment, 12 (3), 87-89.
  • Casby, M.W. (2003). The development of play in infants, toddlers, and young children. Communication Disorders Quarterly, 24 (4), 163-174.
  • Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of Visual Impairment & Blindness, 100 (2), 75-90.
  • Cherney, I.D., Kelly-Vance, L., Glover, K.G., Ruane, A. & Ryalls, B.O. (2003). The effects of stereotyped toys and gender on play assessment in children aged 18-47 months. Educational Psychology, 23 (1), 95-106.
  • Diken, İ.H. (Edt.). (2012). Erken Çocukluk Eğitimi. (2. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Dykeman, B.F. (2008). Play-based neuropsychological assessment of toddlers. Journal of Instructional Psychology, 35 (4), 405-409.
  • Fewell, R.R. & Kaminski, R. (1988). Play skills development and instruction for young children with handicaps. (Eds.: Odom, S.L. & Karnes, M.B.). Early Intervention for Infants And Children With Handicaps: An Empirical Base. Baltimore, MD, US: Paul H. Brookes Publishing.
  • Fewel, R.R. & Rich, J.S. (1987). Play assessment as a procedure for examining cognitive, communication, and social skills in multihandicapped children. Journal of Psychoeducational Assessment, 5 (2), 107-118.
  • Filaccio, M.D. (2008). Child-centered play therapy for children with low vision: A multiple case study. Unpublished doctor of education dissertation, University of Northern Colorado, Colorado.
  • Frey, J.R. & Kaiser, A.P. (2011). The use of play expansions to increase the diversity and complexity of object play in young children with disabilities. Topics in Early Childhood Special Education, 31 (2), 99-111.
  • Gagnon, S.G. & Nagle, R.J. (2004). Relationships between peer interactive play and social competence in at-risk children. Psychology in the Schools, 41 (2), 173-189.
  • Gerhardt, J. (1982). The development of object play and classificatory skills in a blind child. Journal of Visual Impairment & Blindness, 76, 219-223.
  • Gürel, Ö., Özdemir, S. ve Küçüközyiğit, M.S. (2012). Okul öncesi dönemde 4-6 yaş gurubundaki görme engelli çocukların oyun davranışlarının ve sosyal etkileşimlerinin incelenmesi: Bir eğitim ortamı karşılaştırması. 1. Ulusal Disiplinlerarası Erken Müdahale Kongresi, Antalya.
  • Hughes, M., Dote-Kwan, J. & Dolendo, J. (1998). A close look at the cognitive play of preschoolers with visual impairments in the home. Exceptional Children, 64 (4), 451 - 462.
  • Incze, C.C. (2005). Targeting skills based on a developmental play assessment: Effects of intervention on preschoolers with autism. Unpublished master thesis, The Florida State University DigiNole Commons Florida.
  • İftar-Tekin, E. ve İftar-Kırcaali, G. (2006). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. (3.Baskı). Ankara: Nobel Yayın Dağıtım.
  • Kasari, C., Freeman, S. & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611-620.
  • Kelly-Vance, L. & Ryalls, B.O. (2008). Best practices in play assessment and
  • intervention. Best Practices in School Psychology, 33 (2), 549-560.
  • Kelly-Vance, L., Needelman, H., Troia, K. & Ryalls, B.O. (1999). Early childhood assessment: A comparison of the bayley scales of infant development and play-based assessment in two-year old at-risk children. Developmental Disabilities Bulletin: 27 (1), 1-15.
  • Kılıçoğlu, M. (2006). Anasınıfı, hazırlık ve ilköğretim birinci sınıflarda okuyan görme engelli öğrencilerin oyunlarının değerlendirilmesi: Karşılaştırmalı bir
  • araştırma. Yayımlanmamış yüksek lisans tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Lewis, V., Norgate, S., Collis, G. & Reynolds, R. (2000). The consequences of visual impairment for children’s symbolic and functional play. British Journal of Developmental Psychology, 18, 449-464.
  • Libby, S., Powell, S., Messer, D. & Jordan, R. (1998). Spontaneous play in children with autism: A reappraisal. Journal of Autism and Developmental Disorders, 28 (6), 487 - 497.
  • Lieberman, L.J. & MacVicar, J.M. (2003). Play and recreational habits of youths who are deaf-blind. Journal of Visual Impairment & Blindness, 97 (12), 755-768.
  • Lifter, K. (2008). Developmental play assessment and teaching. (Eds.: Luiselli, J.K., Russo, D.C., Christian, W.P. & Wilczynski, S.M.). Effective Practices For Children With Autism: Educational And Behavioral Support Interventions That Work. Newyork: Oxford University Press, Inc.
  • Lifter, K. & Bloom, L. (1998). Intentionality and the role of play in the transition to language. (Eds.: Wetherby, A.M., Warren, S.F. & Reichle, J.). Transitions In Prelinguistic Communication. Baltimore: Paul H. Brookes Publishing Company.
  • Lifter, K., Azaroff-Sulzer, B., Anderson, S.R. & Cowdery, G.E. (1993). Teaching play activities to preschool children with disabilities: The importance of developmental considerations. Journal of Early Intervention, 17 (2), 139-159.
  • Lifter, K., Ellis, J.T., Cannon, B.O. & Anderson, S.R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27 (4), 247-267.
  • Lin, S.H. & Lin, C.J. (2003). An observational study of play behaviors of children with visual impairment in a kindergarten classroom of a blind school. Bulletin of Special Education and Rehabilitation, 92 (11), 75-99.
  • Linder, T.W. (1993). Transdisciplinary Play-Based Assessment: A functional Approach To Working With Young Children (rev. ed.). Baltimore, MD, US: Paul H. Brookes Publishing.
  • Mahoney, G. & Perales, F. (2008). How relationship focused intervention promotes developmental learning. Down Syndrome Research & Practice, 13 (3), 47-55.
  • Milteer, R.M., Ginsburg, K.R. & Mulligan, D. A. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129 (1), 204-213.
  • Moller, M.A. (1991). The ophthalmologist’s role with visually impaired children. (Eds.: Nelson, L.B., Calhoun, J.H. & Harley, R.D.). Pediatric Ophthalmology. (3rd Edition). Philadelphia: W.B. Saunders.
  • Myers, C.L., McBride, S.L. & Peterson, C.A. (1996). Transdisciplinary, play-based assessment in early childhood special education: An examination of social validity. Topics in Early Childhood Special Education, 16 (1), 102-126.
  • Olson, M.R. (1983). A study of the exploratory behavior of legally blind and sighted preschoolers. Exceptional Children, 50 (2), 130-138.
  • Özdemir, S. (2011). Görme Engellilerde Erken Çocukluk Dönemi Eğitimi.
  • Yayımlanmamış Yüksek Lisans Ders Notları. Gazi Üniversitesi.
  • Özdemir, S., Gürel, Ö., Ceyhun, A.T., Şahin, R. ve Küçüközyiğit, M.S. (2011). Okul öncesi dönemde görme engelli çocuklarla normal gelişim gösteren çocukların oyun davranışlarının karşılaştırılması. 21. Ulusal Özel Eğitim Kongresi, Kıbrıs.
  • Özdemir, S., Gürel, Ö. ve Küçüközyiğit, M.S. (2011). Okul öncesi görme engelli çocukların oyun davranışları ve akran etkileşimlerinde eğitim ortamı karşılaştırması. 21. Ulusal Özel Eğitim Kongresi, Kıbrıs.
  • Parsons, S. (1986). Function of play in low vision children (Part 2): Emerging patterns of behavior. Journal of Visual Impairment & Blindness, 80 (6), 777-784.
  • Parten, M. B. (1932). Social participation among preschool children. Journal of Abnormal Social Psychology, 27, 243-269.
  • Parten, M. (1933). Social play among preschool children. Journal of Abnormal and Social Psychology, 28, 136-147.
  • Pehlivan, H. (2005). Oyun Ve Öğrenme. Ankara: Anı Yayıncılık.
  • Piaget, J. (1962). Play, Dreams, and Imitation in Childhood. Norton, New York.
  • Pogrund, R.L., Fazzi, D.I. & Lampert, J.S. (Edt.). (1996). Erken Çocukluk Dönemindeki Görme Yetersizliği Olan Çocukların Eğitimi. Ankara: Karatepe Yayınları.
  • Preisler, G.M. (1993). A descriptive study of blind children in nurseries with sighted children. Child: Care, Health and Development, 19 (5), 295-315.
  • Recchia, S.L. (1987). Learning To Play-Common Concerns For The Visually Impaired Preschool Child. Los Angeles CA: Blind Children’s Center.
  • Recchia, S.L. (1997). Play and concept development in infants and young children with severe visual impairments: A constructivist view. Journal of Visual Impairment & Blindness, 91 (4), 401-406.
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There are 78 citations in total.

Details

Journal Section Articles
Authors

Cem Aslan

Selda Özdemir

Pinar Demiryurek This is me

Hale Cotuk This is me

Publication Date January 17, 2016
Published in Issue Year 2015 Volume: 7 Issue: 2

Cite

APA Aslan, C., Özdemir, S., Demiryurek, P., Cotuk, H. (2016). Görme Yetersizliğinden Etkilenen ve Normal Gelişim Gösteren Çocukların Oyun Çeşitlilik ve Karmaşıklık Düzeylerinin İncelenmesi. International Journal of Early Childhood Special Education, 7(2), 212-237. https://doi.org/10.20489/intjecse.12075