Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION, cilt.7, sa.2, ss.212-237, 2015 (ESCI)
The purpose of this study was to compare the play diversity and complexity of typically developing children, children with low vision and children with severe visual impairments aged between 3 and 6. The study groups consisted of 40 children attending National Ministry of Education primary schools and private special education centers located in Ankara during the academic years of 2013-2014. Study data was collected based on one on one unstructured observations gathered in children's play areas. Play diversity was coded in three different categories: Same, Different and Non-Plays; Play complexity level was also coded as Symbolic, Functional and Non-Functional Play Behaviors. While the play diversity of typically developing children, children with severe visual impairments and children with low vision significantly differentiated in the Same and Different play categories, results did not indicate any significant difference in Non-Play category. In addition, findings suggested that the play complexity levels of typically developing children, children with low vision and children with severe visual impairments were differentiated significantly in the Symbolic and Non-Functional Play behavior categories. However the difference was not significant in the Functional Play category. The findings of the study were discussed and suggestions for future research and practice were provided.