Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2009
Thesis Language: Turkish
Student: Şehnaz CEYLAN
Supervisor: ESRA ÖMEROĞLU
Abstract:The aim of this study was to examine the validity-reliability of Vineland Social-Emotional Early Childhood Scale (VSEECS) and the effects of creative drama education on the behaviors of five-year-old children's attending preschool educational institutions. The study was set on two sample study groups. The first sample group comprised randomly selected 300 children, aged between 5.0-5.11 months, to conduct the reliability-validity study Vineland Social-Emotional Early Childhood Scale and the second sample group was composed of 90 children, 45 of whom formed the experimental group and the other 45 formed the control group. This study was in the form of experimental design, in which the Vineland Social- Emotional Information Form was used to collect information about the children and their families and the Vineland Social-Emotional Early Childhood Scale was used to determine the children's social-emotional behavior. The children in the experimental group were presented with a 12-week-long creative drama education program which focused on social-emotional behaviors. The scale was administered as pre- and post-tests on the experimental and control groups. The same test was administered on the experimental group at the end of the fourth week as a retention test. In the analysis of data, the distribution of the children's and their families' demographic information was presented as frequency and percentage values. For the validity and reliability study of the scale, explanatory and confirmatory factor analyses were administered. Covariance Analysis (ANCOVA) was used in the prepost test comparisons and t-test was used in the test-retention comparisons. As a result of the study, it was found that the Vineland Social-Emotional Early Childhood Scale (VSEECS) yields reliable results of measurement and that it has a consistent structure. A significant difference was found (p<0.01) between the posttest scores of the children in the experimental and control groups with regard to Vineland Social-Emotional Early Childhood Scale, Interpersonal Relationships subscale, Games and Free time subscale, and Adaptation skills subscale in favor of the experimental group. A significant difference was found (p<.05) between the posttest and retention test scores of the children in the experimental group from the Vineland Social-Emotional Early Childhood Scale, Game and Free Time subscale. The differences between the post-test and retention test scores of Interpersonal Relationships Subscale and Adaptation skills subscales were not found significant (p>.05). The mean scores of the post-test of the children who were presented with creative drama education was higher than the mean scores of the post-test of the children in the control group, which indicates that the education provided had a positive effect. It can be concluded that different methods and techniques can be developed and used extensively to support children's social emotional behaviors such as sharing, collaboration, taking responsibility, turn-taking, complying with rules, making friends, being kind, and interacting with people they know.