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    Examining the relationship between teachers ' attitudes toward risky play and children ' s motor creativity skills
    (Elsevier Sci Ltd, 2024) Karaca, Nezahat Hamiden; Uzun, Halil; Gole, Mehmet Oguz; Aydogus, Rasim
    This study aimed to reveal the relationship between teachers' perceptions of risky play and children's motor creativity skills. To achieve this objective, the study group constituted of 537 children (48-60-month-old) enrolled in the preschools and the Directorate of National Educationaffiliated primary schools in Afyonkarahisar province and 45 teachers training these children in the 2022-2023 academic year. As measurement scales, the study utilized the Thinking Creatively in Action and Movement (TCAM) test developed by Torrance (1981) and adapted into Turkish by Karaca and Aral (2017) and the Scale for the Attitudes towards Risky Play in Early Childhood (SATRPEC)-Teacher Form (TF) developed by Karaca and Uzun (2020). In this study, hierarchical linear modeling (HLM), a quantitative research method, has been employed. Study's findings indicate that as teachers' attitudes towards discerning risky play behaviors in children improve, there is a corresponding increase in children's motor creativity scores in fluency and originality. This study also determined that the teachers' attitudes towards risky play, including their belief in its necessity, discernment of risky behaviors, tolerance towards risky behaviors, and anxiety about such behaviors, did not significantly impact the imagination aspect of children's motor creativity.
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    Öğe
    The Effects of Project Approach-Based Education on Cognitive Abilities and Scientific Process Skills of Six-Years Children
    (Cukurova Univ, 2023) Metin, Sermin; Aral, Neriman; Uzun, Halil; Karaca, Nezahat Hamiden
    The aim of this study was to determine the effect of project approach-based education on cognitive abilities and scientific process skills of six-years children. A pretest-posttest -retention test control group quasi-experimental design was implemented in this study. Two kindergartens were involved, determined by simple random sampling and with similar features according to teacher and director views. In order to collect data, General Information Form, Cognitive Ability Test Form-6 to identify children's cognitive abilities, and Scientific Process Skills Test were utilized. At the end of this study, it was found that the project approach-based education administered caused a significant difference in cognitive ability and scientific process skills in favor of the experimental group of children and had a middle effect size. The difference between the post-test and retain test mean scores of the children in the experimental group were insignificant, and the effect of the applied education continued.