Examining the relationship between teachers ' attitudes toward risky play and children ' s motor creativity skills

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dc.authoridgole, mehmet oguz/0000-0003-2826-1790
dc.authoridUzun, Halil/0000-0003-0029-1074
dc.authoridKARACA, NEZAHAT HAMIDEN/0000-0002-7424-7669
dc.contributor.authorKaraca, Nezahat Hamiden
dc.contributor.authorUzun, Halil
dc.contributor.authorGole, Mehmet Oguz
dc.contributor.authorAydogus, Rasim
dc.date.accessioned2025-03-17T12:25:55Z
dc.date.available2025-03-17T12:25:55Z
dc.date.issued2024
dc.departmentTarsus Üniversitesi
dc.description.abstractThis 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.
dc.identifier.doi10.1016/j.tsc.2024.101534
dc.identifier.issn1871-1871
dc.identifier.issn1878-0423
dc.identifier.scopus2-s2.0-85193989815
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.tsc.2024.101534
dc.identifier.urihttps://hdl.handle.net/20.500.13099/1939
dc.identifier.volume53
dc.identifier.wosWOS:001244339000001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherElsevier Sci Ltd
dc.relation.ispartofThinking Skills and Creativity
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250316
dc.subjectRisk
dc.subjectRisky play
dc.subjectLife skills
dc.subjectEarly childhood
dc.subjectTeacher perceptions
dc.titleExamining the relationship between teachers ' attitudes toward risky play and children ' s motor creativity skills
dc.typeArticle

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