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    A method for developing social information processing and creative thinking in inclusive pre-school classrooms drama
    (Routledge Journals, Taylor & Francis Ltd, 2025) Senol, Fatma Betul; Yasar, Munevver Can
    Children's creative thinking skills and social information processing processes need to be supported starting from the pre-school period in inclusive pre-school classrooms. One of the interesting and child-centred effective methods that supports these skills is drama. In the study, it was aimed to examine the effect of drama on social information processing and creativity and the relationship between the change that drama caused on social information processing and creativity. The study was designed with an experimental design, one of the quantitative research designs. The study group was determined by criterion sampling, one of the purposive sampling methods, and consists of 32 children. Personal Information Form, The Social Information Processing Interview - Preschool Version and The Test for Creative Thinking - Drawing Production were used as data collection tools. In the study, Drama Education consisting of 8 weeks and 16 sessions was applied to the experimental group. No intervention was made in the control group. The change that occurred in Social Information Processing and Creative Thinking after drama education has been an effective method in developing them. The relationship between Social Information Processing and Creative Thinking before and after education shows that the development of these processes is interrelated.
  • [ X ]
    Öğe
    Digital game addiction of preschool children in the Covid-19 pandemic: social emotional development and parental guidance
    (Springer, 2024) Senol, Yigit; Senol, Fatma Betul; Yasar, Munevver Can
    The Covid 19 pandemic has caused children to spend more time at home and an increase in their digital addiction tendencies. Children's digital game addictions were affected by parents' strategies and negatively affected their social and emotional development. The study was carried out in order to determine the digital game addiction tendency levels of children and the strategies applied by the parents, and to examine the correlation between the results obtained and the social-emotional development of the children. The study was designed as a cross-sectional study. 142 children attending pre-school education for 60-72 months were included in the study. Personal Information Form, Digital Game Addiction Tendency Scale, Digital Game Parental Mediation Scale and Ages & Stages Questionnaires: Social-Emotional were used. As a result, the increase in digital game addiction in children has negatively affected social and emotional development. The level of digital game addiction tendency is associated with parents' digital game manipulation strategies. Active parental guidance strategy prevented children's digital game addiction tendency, while digital oriented guidance and free parental strategies increased addiction tendency.