Araştırma Makalesi
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Çocukların Dış Mekânda Oyun Oynama Eğilimlerinin İncelenmesi

Yıl 2022, Cilt: 23 - 7. Uluslararası Okul Öncesi Eğitim Kongresi Özel Sayısı, 56 - 70, 30.09.2022
https://doi.org/10.12984/egeefd.1037190

Öz

Bu çalışmanın amacı, 60-72 aylık okul öncesi dönem çocuklarının oyun oynama eğilimlerini belirlemek ve oyun oynama eğilimlerini dışarıda oyun oynama sıklıkları ve oyun oynama şekilleri (tek başına, yetişkinle veya akranla) değişkenleri açısından incelemektir. Ek olarak, pandemi sürecinde çocukların oyun oynama sıklığında değişim olup olmadığı ve ebeveynlerin çocuklarının oyunlarına katılıp katılmadıkları incelenmiştir. Bu çalışmada betimsel tarama yöntemi kullanılmıştır. Araştırmanın örneklemini 60-72 aylık okul öncesi dönem çocukları ve bu çocukların ebeveynleri oluşturmaktadır. Toplamda 132 çocuk ve ebeveynlerine ulaşılmıştır. Araştırmada veri toplama aracı olarak Genel Bilgi Formu ve Çocuklar İçin Oyun Oynama Eğilimi Ölçeği kullanılmıştır. Verilerin analizinde veri seti normal dağılım göstermediği için non-parametrik analiz yöntemlerinden Kruskal Wallis ve Mann-Whitney U testleri uygulanmıştır. Analiz sonucunda, araştırmaya katılan çocukların oyun oynama eğilimlerinde incelenen değişkenler açısından anlamlı bir farklılaşma tespit edilmemiştir. Öte yandan, ebeveynlerden alınan yanıtlar doğrultusunda, araştırmaya katılan çocukların büyük çoğunluğunun dışarıda oyun oynama sıklıklarının COVID-19 pandemisi sürecinde azaldığı ve ebeveynlerin çocuklarının oyunlarına çoğunlukla katıldıkları belirlenmiştir.

Kaynakça

  • Aras, S. (2017). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7), 1173-1184.
  • Armitage, R., & Nellums, L. B. (2020). Considering inequalities in the school closure response to COVID-19. The Lancet Global Health, 8(5), e644. doi: 10.1016/S2214-109X(20)30116-9
  • Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199-207. doi: 10.1007/s10643-007-0165-8
  • Barnett, L. A. (1990). Playfulness: Definition, design, and measurement. Play and Culture, 3, 319-336.
  • Bates, A. E., Primack, R. B., Moraga, P., & Duarte, C. M. (2020). COVID-19 pandemic and associated lockdown as a “global human confinement experiment” to investigate biodiversity conservation. Biological Conservation, 248, 1-6. doi: 10.1016/j.biocon.2020.108665
  • Bateson, P., & Martin, P. (2013). Play, playfulness, creativity, and innovation. Cambridge: Cambridge University Press.
  • Bento, G., & Costa, J. A. (2018). Outdoor play as a mean to achieve educational goals-a case study in a Portuguese day-care group. Journal of Adventure Education and Outdoor Learning, 18(4), 289-302. doi: 10.1080/14729679.2018.1443483
  • Berger, P., Bitsch, F., Bröhl, H., & Falkenberg, I. (2017). Play and playfulness in psychiatry: A selective review. International Journal of Play, 7(2), 210-225. doi: 10.1080/21594937.2017.1383341
  • Bilton, H. (2010). Outdoor learning in the early years: Management and innovation (3rd ed.). London: Routledge.
  • Bodrova, E., & Leong, D. (2010). Revisiting Vygotskian perspectives on play and pedagogy. In S. Rogers (Ed.) Rethinking play and pedagogy in early childhood education: concepts, contexts, and cultures (pp. 60-72). Abingdon: Routledge.
  • Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322-330.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
  • Bruner, J., Jolly, A., & Sylva, K. (1976). Play: Its role in development and evolution. New York, NY: Basic Books.
  • Burghardt, G. M. (2005). The genesis of animal play: Testing the limits. Cambridge, MA: MIT Press.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.
  • Caillois, R. (1961). The game design reader: A rules of play anthology. Massachusetts: The MIT Press.
  • Centers for Disease Control and Prevention[CDC]. (2022). How much physical activity do children need? Retrieved from https://www.cdc.gov/physicalactivity/basics/children/index.htm
  • Cooper, R. J. (2000). The impact of child abuse on children’s play: A conceptual model. Occupational Therapy International, 7, 259-276. doi: 10.1002/oti.127
  • Cornelli Sanderson, R. (2010). Towards a new measure of playfulness: The capacity to fully and freely engage in play (Unpublished dissertation). Loyola University Chicago, Chicago.
  • Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Journal of Outdoor and Environmental Education, 15(2), 24-35. doi: 10.1007/BF03400925
  • Dunton, G. F., Do, B., & Wang, S. D. (2020). Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in children living in the US. BMC Public Health, 20(1), 1-13. doi: 10.1186/s12889-020-09429-3
  • Ernst, J., Johnson, M., & Burcak, F. (2019). The nature and nurture of resilience: Exploring the impact of nature preschools on young children's protective factors. International Journal of Early Childhood Environmental Education, 6(2), 7-18.
  • Eyler, A. A., Schmidt, L., Kepper, M., Mazzucca, S., Gilbert, A., & Beck, A. (2021). Parent perceptions of changes in child physical activity during COVID-19 stay-at-home orders. Frontiers in Public Health, 9(637151). doi: 10.3389/fpubh.2021.637151
  • Farida, N. (2013). Effects of outdoor shared spaces on social interaction in a housing estate in Algeria. Frontiers of Architectural Research, 2(4), 457-467. doi: 10.1016/j.foar.2013.09.002
  • Fisher, K. R., Hirsh-Pasek, K., Golinkoff, R. M., & Gryfe, S. G. (2008). Conceptual split?: Parents' and experts' perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29(4), 305-316. doi: 0.1016/j.appdev.2008.04.006
  • Fraenkel, J. R., Norman E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York, NY: McGraw Hill.
  • Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it’s good to feel good. American Scientist, 91(4), 330-335. doi: 10.1511/2003.4.330
  • Furedi, F. (2002). Culture of fear: Risk-taking and the morality of low expectation. London and New York: Continuum.
  • Garvey, C. (1990). Play (enlarged ed.). Cambridge, MA: Harvard University Press.
  • Göl-Güven, M. (2017). Play and flow: Children’s culture and adults’ role. Journal of Early Childhood Studies, 1(2), 267-281. doi: 10.24130/eccd-jecs.196720171230
  • Gözüm, A. İ. C. ve Kandır, A. (2020). Okul öncesi çocukların dijital oyun oynama sürelerine göre oyun eğilimi ile konsantrasyon düzeylerinin incelenmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (41), 82-100. doi: 10.33418/ataunikkefd.777424
  • Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443-463.
  • Harper, L. V., & McCluskey, K. S. (2003). Teacher–child and child–child interactions in inclusive preschool settings: Do adults inhibit peer interactions? Early Childhood Research Quarterly, 18(2), 163-184. doi: 10.1016/S0885-2006(03)00025-5
  • Hartig, T., Mitchell, R., De Vries, S., & Frumkin, H. (2014). Nature and health. Annual Review of Public Health, 35, 207-228. doi: 10.1146/annurev-publhealth-032013-182443
  • Horzum, M. B. (2011). İlköğretim öğrencilerinin bilgisayar oyunu bağımlılık düzeylerinin çeşitli değişkenlere göre incelenmesi. Eğitim ve Bilim, 36(159), 56-68.
  • Huizinga, J. (1949). Homo Ludens: A study of the play element in culture. London: Routledge.
  • Hurwitz, S. C. (2002). To be successful–let them play! (For parents particularly). Childhood Education, 79(2), 101-103.
  • Jenkinson, S. (2015). Genius of play: Celebrating the spirit of childhood. Gloucestershire: Hawthorn Press.
  • Johnson, J. E., Christie, J. F., & Wardle, F. (2005). Play, development, and early education. Boston, MA: Pearson Education.
  • Johnson, J. E., Eberle, S. G., Henricks, T. S., & Kuschner, D. (2015). Designing and creating playgrounds. In. J. L. Frost (Ed.), The handbook of the study of play (pp. 425-434). Maryland, USA: Rowman & Littlefield.
  • Kalish, M., Banco, L., Burke, G., & Lapidus, G. (2010). Outdoor play: A survey of parent's perceptions of their child's safety. Journal of Trauma and Acute Care Surgery, 69(4). doi: 10.1097/TA.0b013e3181f1eaf0
  • Karakaya, İ. (2014). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
  • Karki, U., Dhonju, G., & Kunwar, A. R. (2020). Parenting during the COVID-19 pandemic. JNMA: Journal of the Nepal Medical Association, 58(231), 957-959. doi: 10.31729/jnma.5319
  • Keleş, S., & Yurt, Ö. (2017). An investigation of playfulness of pre-school children in Turkey. Early Child Development and Care, 187(8), 1372-138. doi: 10.1080/03004430.2016.1169531
  • Kimbro, R. T., Brooks-Gunn, J., & McLanahan, S. (2011). Young children in urban areas: Links among neighborhood characteristics, weight status, outdoor play, and television watching. Social science & medicine, 72(5), 668-676. doi: 10.1016/j.socscimed.2010.12.015
  • King, N. R. (1979). Play: The kindergartners' perspective. The Elementary School Journal, 80(2), 81-87. doi: 10.1086/461176
  • Lee, E. Y., Bains, A., Hunter, S., Ament, A., Brazo-Sayavera, J., Carson, V., … Tremblay, M. S. (2021). Systematic review of the correlates of outdoor play and time among children aged 3-12 years. International Journal of Behavioral Nutrition and Physical Activity, 18(1), 1-46. doi: 10.1186/s12966-021-01097-9
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Investigation of Children’s Playfulness Outdoors

Yıl 2022, Cilt: 23 - 7. Uluslararası Okul Öncesi Eğitim Kongresi Özel Sayısı, 56 - 70, 30.09.2022
https://doi.org/10.12984/egeefd.1037190

Öz

The aim of this study is to determine the playfulness of 60-72-month-old preschool children and to examine their playfulness in terms of the variables of frequency of playing outside and the way they play (alone, with adults, or with peers). Furthermore, the change in the frequency of children's playing during the pandemic and the participation of parents in their children's plays were examined. The descriptive survey method was used in the study. The sample of the study consists of 60-72 months old preschool children and their parents. A total of 132 children and their parents were reached. The General Information Form and the Children's Playfulness Scale were used as data collection tools. Since the data is not normally distributed, non-parametric Kruskal Wallis and Mann-Whitney U tests were applied. As a result of the analysis, no significant difference was found in the playfulness of the children in terms of the variables examined. On the other hand, it has been determined that the frequency of children playing outside has decreased during the pandemic, and parents are actively involved in their children's plays.

Kaynakça

  • Aras, S. (2017). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7), 1173-1184.
  • Armitage, R., & Nellums, L. B. (2020). Considering inequalities in the school closure response to COVID-19. The Lancet Global Health, 8(5), e644. doi: 10.1016/S2214-109X(20)30116-9
  • Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199-207. doi: 10.1007/s10643-007-0165-8
  • Barnett, L. A. (1990). Playfulness: Definition, design, and measurement. Play and Culture, 3, 319-336.
  • Bates, A. E., Primack, R. B., Moraga, P., & Duarte, C. M. (2020). COVID-19 pandemic and associated lockdown as a “global human confinement experiment” to investigate biodiversity conservation. Biological Conservation, 248, 1-6. doi: 10.1016/j.biocon.2020.108665
  • Bateson, P., & Martin, P. (2013). Play, playfulness, creativity, and innovation. Cambridge: Cambridge University Press.
  • Bento, G., & Costa, J. A. (2018). Outdoor play as a mean to achieve educational goals-a case study in a Portuguese day-care group. Journal of Adventure Education and Outdoor Learning, 18(4), 289-302. doi: 10.1080/14729679.2018.1443483
  • Berger, P., Bitsch, F., Bröhl, H., & Falkenberg, I. (2017). Play and playfulness in psychiatry: A selective review. International Journal of Play, 7(2), 210-225. doi: 10.1080/21594937.2017.1383341
  • Bilton, H. (2010). Outdoor learning in the early years: Management and innovation (3rd ed.). London: Routledge.
  • Bodrova, E., & Leong, D. (2010). Revisiting Vygotskian perspectives on play and pedagogy. In S. Rogers (Ed.) Rethinking play and pedagogy in early childhood education: concepts, contexts, and cultures (pp. 60-72). Abingdon: Routledge.
  • Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322-330.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
  • Bruner, J., Jolly, A., & Sylva, K. (1976). Play: Its role in development and evolution. New York, NY: Basic Books.
  • Burghardt, G. M. (2005). The genesis of animal play: Testing the limits. Cambridge, MA: MIT Press.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.
  • Caillois, R. (1961). The game design reader: A rules of play anthology. Massachusetts: The MIT Press.
  • Centers for Disease Control and Prevention[CDC]. (2022). How much physical activity do children need? Retrieved from https://www.cdc.gov/physicalactivity/basics/children/index.htm
  • Cooper, R. J. (2000). The impact of child abuse on children’s play: A conceptual model. Occupational Therapy International, 7, 259-276. doi: 10.1002/oti.127
  • Cornelli Sanderson, R. (2010). Towards a new measure of playfulness: The capacity to fully and freely engage in play (Unpublished dissertation). Loyola University Chicago, Chicago.
  • Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Journal of Outdoor and Environmental Education, 15(2), 24-35. doi: 10.1007/BF03400925
  • Dunton, G. F., Do, B., & Wang, S. D. (2020). Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in children living in the US. BMC Public Health, 20(1), 1-13. doi: 10.1186/s12889-020-09429-3
  • Ernst, J., Johnson, M., & Burcak, F. (2019). The nature and nurture of resilience: Exploring the impact of nature preschools on young children's protective factors. International Journal of Early Childhood Environmental Education, 6(2), 7-18.
  • Eyler, A. A., Schmidt, L., Kepper, M., Mazzucca, S., Gilbert, A., & Beck, A. (2021). Parent perceptions of changes in child physical activity during COVID-19 stay-at-home orders. Frontiers in Public Health, 9(637151). doi: 10.3389/fpubh.2021.637151
  • Farida, N. (2013). Effects of outdoor shared spaces on social interaction in a housing estate in Algeria. Frontiers of Architectural Research, 2(4), 457-467. doi: 10.1016/j.foar.2013.09.002
  • Fisher, K. R., Hirsh-Pasek, K., Golinkoff, R. M., & Gryfe, S. G. (2008). Conceptual split?: Parents' and experts' perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29(4), 305-316. doi: 0.1016/j.appdev.2008.04.006
  • Fraenkel, J. R., Norman E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York, NY: McGraw Hill.
  • Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it’s good to feel good. American Scientist, 91(4), 330-335. doi: 10.1511/2003.4.330
  • Furedi, F. (2002). Culture of fear: Risk-taking and the morality of low expectation. London and New York: Continuum.
  • Garvey, C. (1990). Play (enlarged ed.). Cambridge, MA: Harvard University Press.
  • Göl-Güven, M. (2017). Play and flow: Children’s culture and adults’ role. Journal of Early Childhood Studies, 1(2), 267-281. doi: 10.24130/eccd-jecs.196720171230
  • Gözüm, A. İ. C. ve Kandır, A. (2020). Okul öncesi çocukların dijital oyun oynama sürelerine göre oyun eğilimi ile konsantrasyon düzeylerinin incelenmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (41), 82-100. doi: 10.33418/ataunikkefd.777424
  • Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443-463.
  • Harper, L. V., & McCluskey, K. S. (2003). Teacher–child and child–child interactions in inclusive preschool settings: Do adults inhibit peer interactions? Early Childhood Research Quarterly, 18(2), 163-184. doi: 10.1016/S0885-2006(03)00025-5
  • Hartig, T., Mitchell, R., De Vries, S., & Frumkin, H. (2014). Nature and health. Annual Review of Public Health, 35, 207-228. doi: 10.1146/annurev-publhealth-032013-182443
  • Horzum, M. B. (2011). İlköğretim öğrencilerinin bilgisayar oyunu bağımlılık düzeylerinin çeşitli değişkenlere göre incelenmesi. Eğitim ve Bilim, 36(159), 56-68.
  • Huizinga, J. (1949). Homo Ludens: A study of the play element in culture. London: Routledge.
  • Hurwitz, S. C. (2002). To be successful–let them play! (For parents particularly). Childhood Education, 79(2), 101-103.
  • Jenkinson, S. (2015). Genius of play: Celebrating the spirit of childhood. Gloucestershire: Hawthorn Press.
  • Johnson, J. E., Christie, J. F., & Wardle, F. (2005). Play, development, and early education. Boston, MA: Pearson Education.
  • Johnson, J. E., Eberle, S. G., Henricks, T. S., & Kuschner, D. (2015). Designing and creating playgrounds. In. J. L. Frost (Ed.), The handbook of the study of play (pp. 425-434). Maryland, USA: Rowman & Littlefield.
  • Kalish, M., Banco, L., Burke, G., & Lapidus, G. (2010). Outdoor play: A survey of parent's perceptions of their child's safety. Journal of Trauma and Acute Care Surgery, 69(4). doi: 10.1097/TA.0b013e3181f1eaf0
  • Karakaya, İ. (2014). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
  • Karki, U., Dhonju, G., & Kunwar, A. R. (2020). Parenting during the COVID-19 pandemic. JNMA: Journal of the Nepal Medical Association, 58(231), 957-959. doi: 10.31729/jnma.5319
  • Keleş, S., & Yurt, Ö. (2017). An investigation of playfulness of pre-school children in Turkey. Early Child Development and Care, 187(8), 1372-138. doi: 10.1080/03004430.2016.1169531
  • Kimbro, R. T., Brooks-Gunn, J., & McLanahan, S. (2011). Young children in urban areas: Links among neighborhood characteristics, weight status, outdoor play, and television watching. Social science & medicine, 72(5), 668-676. doi: 10.1016/j.socscimed.2010.12.015
  • King, N. R. (1979). Play: The kindergartners' perspective. The Elementary School Journal, 80(2), 81-87. doi: 10.1086/461176
  • Lee, E. Y., Bains, A., Hunter, S., Ament, A., Brazo-Sayavera, J., Carson, V., … Tremblay, M. S. (2021). Systematic review of the correlates of outdoor play and time among children aged 3-12 years. International Journal of Behavioral Nutrition and Physical Activity, 18(1), 1-46. doi: 10.1186/s12966-021-01097-9
  • Lester, S., & Russell, W. (2010). Children's right to play: An examination of the importance of play in the lives of children worldwide (Working Paper No. 57). The Hague, The Netherlands: Bernard van Leer Foundation.
  • Lieberman, J. N. (1965). Playfulness and divergent thinking: An investigation of their relationship at the kindergarten level. Journal of Genetic Psychology, 107, 29-224. doi: 10.1080/00221325.1965.10533661.
  • Lieberman, J. N. (1977). Playfulness: Its relationship to imagination and creativity. New York, NY: Academic Press.
  • Little, H., & Eager, D. (2010). Risk, challenge and safety: Implications for play quality and playground design. European Early Childhood Education Research Journal, 18(4), 497-513. doi: 10.1080/1350293X.2010.525949
  • Little, H., Wyver, S., & Gibson, F. (2011). The influence of play context and adult attitudes on young children's physical risktaking during outdoor play. European Early Childhood Education Research Journal, 19(1), 113-131. doi: 10.1080/1350293X.2011.548959
  • Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255-265. doi: 10.1080/09575140701594400
  • McInnes, K., Howard, J., Crowley, K., & Miles, G. (2013). The nature of adult–child interaction in the early years classroom: Implications for children’s perceptions of play and subsequent learning behaviour. European Early Childhood Education Research Journal, 21(2), 268-282. doi: 10.1080/1350293X.2013.789194
  • 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), e204-e213.
  • Oosterhoff, B., Palmer, C. A., Wilson, J., & Shook, N. (2020). Adolescents' motivations to engage in social distancing during the COVID-19 pandemic: Associations with mental and social health. Journal of Adolescent Health, 67(2), 179-185.
  • Ouvry, M., & Furtado, A. (2019). Exercising muscles and minds: Outdoor play and the early years curriculum. London: Jessica Kingsley Publishers.
  • Pellegrini, A. D. (2006). Recess: Its role in education and development. Mahwah, NJ: Erlbaum.
  • Polakow, V. (1992). The erosion of childhood. Illinois: University of Illinois Press.
  • Proyer, R. T., Gander, F., Bertenshaw, E. J., & Brauer, K. (2018). The positive relationships of playfulness with indicators of health, activity, and physical fitness. Frontiers in Psychology, 9, 1-16. doi: 10.3389/fpsyg.2018.01440
  • Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature. Preventive Medicine, 52, 10-20. doi: 10.1016/j.ypmed.2011.01.027
  • Reed, K. B., Hanna, S., Bai, S., & Agans, J. P. (2022). Outdoor recreation as an asset for youth development in the context of the COVID-19 pandemic. Journal of Outdoor Recreation, Education, and Leadership, 14(1), 62-77. doi: 10.18666/JOREL-2022-V14-I1-11167
  • Rigby, P., & Gaik, S. (2007). Stability of playfulness across environmental settings: A pilot study. Physical & Occupational Therapy in Pediatrics, 27(1), 27-43. doi: 10.1080/J006v27n01_03
  • Shahidi, S. H., Stewart Williams, J., & Hassani, F. (2020). Physical activity during COVID-19 quarantine. Acta Paediatrica, 109(10), 2147-2148. doi: 10.1111/apa.15420
  • Sigel, I. E. (1987). Does hothousing rob children of their childhood? Early Childhood Research Quarterly, 2, 211-225. doi: 10.1016/0885-2006(87)90031-7
  • Slutsky, R., & DeShetler, L. M. (2016). How technology is transforming the ways in which children play. Early Child Development and Care, 187(7), 1138-1146. doi: 10.1080/03004430.2016.1157790
  • Stephenson, A. (2003). Physical risk taking: Dangerous or endangered? Early Years, 23(1), 35-43. doi: 10.1080/0957514032000045573
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. London: Pearson.
  • Tovey, H. (2007). Playing outdoors: Spaces and places, risk and challenge. Berkshire: Open University Press.
  • Trevlas, E., Matsouka, O., & Zachopoulou, E. (2010). Relationship between playfulness and motor creativity in preschool children. Early Child Development and Care, 173(5), 535-543. doi: 10.1080/0300443032000070482
  • Waite, S., Rogers, S., & Evans, J. (2013). Freedom, flow and fairness: Exploring how children develop socially at school through outdoor play. Journal of Adventure Education & Outdoor Learning, 13(3), 255-276. doi: 10.1080/14729679.2013.798590
  • Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177-182. doi: 10.1177/0963721416645512
  • World Health Organization [WHO]. (2020a). Guidelines on physical activity and sedentary behaviour. Geneva: World Health Organization.
  • World Health Organization [WHO]. (2020b). Coronavirus (COVID-19) events as they happen. Retrieved from https://www.who.int/emergencies/diseases/novel-coronavirus-2019/events-as-they-happen
  • Youell, B. (2008). The importance of play and playfulness. London: Routledge.
  • Yu, Y. (2022). Using guided play to facilitate young children’s exploratory learning. In O. S. Tan, K. K. Poon, B. A. O’Brien, & A. Rifkin-Graboi (Eds.), Early childhood Development and Education in Singapore (pp. 189-215). Singapore: Springer.
Toplam 76 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Eslem Gözde Şenöz 0000-0001-7700-0154

Güler Küçükturan 0000-0002-5716-0078

Yayımlanma Tarihi 30 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 - 7. Uluslararası Okul Öncesi Eğitim Kongresi Özel Sayısı

Kaynak Göster

APA Şenöz, E. G., & Küçükturan, G. (2022). Çocukların Dış Mekânda Oyun Oynama Eğilimlerinin İncelenmesi. Ege Eğitim Dergisi, 23, 56-70. https://doi.org/10.12984/egeefd.1037190