Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, EĞİTİM BİLİMLERİ, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: ELİF SENA PEHLİVAN
Supervisor: Esra Ömeroğlu
Abstract:
This study was carried out to analyse effect of the drama-supported problem solving training program, applied to the children, attending mobile kindergarten, on children’s problem solving skills. Drama-supported problem solving training program was prepared within the scope of the research. The study group of the research consisted of 43 children, attending the mobile kindergarten of the Municipality of Ankara Mamak in the different neighbourhood in 2017-2018 academic year. The research was carried off in three steps: The pre-test, post-test, and experimental design with control group. Experimental and control groups were randomly selected. Drama-supported problem solving training program, which was prepared by the researcher, was applied to the experimental group for a half day in a week for ten weeks. The data of the study were collected through “Child ve Family Information Form”, “Problem Solving Skills Scale for Children who are in Pre-School“ were applied to the experimental and control groups as a pre-test, and at the end of the ten week training program, the measurement tools were reapplied to the experimental and control groups as a final test. Three weeks after the post-test, the children in the experimental group were tested to find out whether their learning is permanent. Due to the effect of the education of children participating in Drama-supported problem solving training program, it was revealed that Mann- Whitney and Wilcoxon Signed Ranks Test was performed because the distribution of the data was not normal according to the children who did not participate in this training at the end of the research. At the end of the research, Mann- Whitney and Wilcoxon Signed Ranks Test was performed to find out whether the children participating in Drama-supported problem solving training program differ from the children, who did not participate in this training since the distribution of the data was not normal. According to the results it is concluded that Drama-supported problem solving training program had a positive effect on children's problem solving skills and this effect was permanent.
Key Words : Mobile kindergarten, drama, problem solving, pre-school education