Empathy Levels, Self-Perceptions, and Play Interactions of Children Aged 60-72 Months in the Preschool Period

Hazal Ersal; Erhan Alabay

Makale detayları

Empathy Levels, Self-Perceptions, and Play Interactions of Children Aged 60-72 Months in the Preschool Period

Yazarlar:

Hazal Ersal | Erhan Alabay

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.385-426

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303529

pISSN:

2148-2314

Anahtar kelimeler:

Özet:

 The aim of this study is to investigate the relationship between empathy levels, self-perceptions, and interactive play skills with peers in children during the preschool period. The study utilized a quantitative research design, specifically employing a correlational survey model. A total of 128 children attending educational institutions in the Uskudar district of Istanbul, Turkey, were included in the study. The participants were selected using the convenience sampling method. The data collection instruments used in the study were the Demographic Information Form, Empathy Scale for Children, Purdue Self-Concept Scale for Preschool Children, and the  Penn Interactive Peer- Playing Scale-Teacher Form. The studys results revealed a moderate positive correlation between childrens empathy skill levels and play interactions. Additionally, a moderate negative correlation was found between empathy skill levels and disengagement from play. Furthermore, a positive correlation was observed between the sub-dimension of maternal acceptance, which is one of the components of the self-perception scale, and play interactions, while a negative correlation was identified between scores related to play disruption and disengagement. However, no significant relationship was found between the other sub-dimensions of the self-perception scale, namely social, academic, and physical competence, and play skills.

 The aim of this study is to investigate the relationship between empathy levels, self-perceptions, and interactive play skills with peers in children during the preschool period. The study utilized a quantitative research design, specifically employing a correlational survey model. A total of 128 children attending educational institutions in the Uskudar district of Istanbul, Turkey, were included in the study. The participants were selected using the convenience sampling method. The data collection instruments used in the study were the Demographic Information Form, Empathy Scale for Children, Purdue Self-Concept Scale for Preschool Children, and the  Penn Interactive Peer- Playing Scale-Teacher Form. The studys results revealed a moderate positive correlation between childrens empathy skill levels and play interactions. Additionally, a moderate negative correlation was found between empathy skill levels and disengagement from play. Furthermore, a positive correlation was observed between the sub-dimension of maternal acceptance, which is one of the components of the self-perception scale, and play interactions, while a negative correlation was identified between scores related to play disruption and disengagement. However, no significant relationship was found between the other sub-dimensions of the self-perception scale, namely social, academic, and physical competence, and play skills.

 The aim of this study is to investigate the relationship between empathy levels, self-perceptions, and interactive play skills with peers in children during the preschool period. The study utilized a quantitative research design, specifically employing a correlational survey model. A total of 128 children attending educational institutions in the Uskudar district of Istanbul, Turkey, were included in the study. The participants were selected using the convenience sampling method. The data collection instruments used in the study were the Demographic Information Form, Empathy Scale for Children, Purdue Self-Concept Scale for Preschool Children, and the  Penn Interactive Peer- Playing Scale-Teacher Form. The studys results revealed a moderate positive correlation between childrens empathy skill levels and play interactions. Additionally, a moderate negative correlation was found between empathy skill levels and disengagement from play. Furthermore, a positive correlation was observed between the sub-dimension of maternal acceptance, which is one of the components of the self-perception scale, and play interactions, while a negative correlation was identified between scores related to play disruption and disengagement. However, no significant relationship was found between the other sub-dimensions of the self-perception scale, namely social, academic, and physical competence, and play skills.

 Bu çalışmanın amacı, okul öncesi dönem çocukların empati düzeyleri ve benlik algıları ile akranlarıyla etkileşimli oyun becerileri arasındaki ilişkinin incelenmesidir. Çalışmada nicel araştırma desenlerinden birisi olan ilişkisel tarama modelinden yararlanılmıştır. Çalışmada İstanbul İli Üsküdar ilçesinde eğitim öğretime devam eden toplam 128 çocuk ile çalışılmıştır. Çalışma grubunun belirlenmesinde kolay ulaşılabilirlik metodu kullanılmıştır. Veri toplama aracı olarak Demografik Bilgi Formu, Çocuklar İçin Empati Ölçeği, Purdue Okul Öncesi Çocukları İçin Benlik Kavramı Ölçeği ve Penn Etkileşimli Akran Oyun Ölçeği kullanılmıştır. Çalışma sonucunda çocukların empati beceri düzeyleri ile oyun etkileşimi arasında orta düzeyde pozitif yönlü bir ilişki tespit edilmiştir. Aynı zamanda empati beceri düzeyleri ile oyundan kopma arasında ise orta düzeyde negatif yönlü bir ilişki saptanmıştır. Benlik algısı alt boyutlarından anne kabulü ile oyun etkileşimi arasında pozitif yönlü bir ilişkiye rastlanırken, oyunun bozulması ve oyundan kopma alt boyut puanları arasında ise negatif yönlü bir ilişkiye rastlanmıştır. Benlik algısı diğer alt boyutlarından sosyal, akademik ve fiziksel yeterlilik ile oyun becerileri arasında anlamlı bir ilişkiye rastlanmamıştır.

Makale detayları

Empathy Levels, Self-Perceptions, and Play Interactions of Children Aged 60-72 Months in the Preschool Period

Yazarlar:

Hazal Ersal | Erhan Alabay

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.385-426

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303529

pISSN:

2148-2314

Self-Perception

Empathy

Play Interaction

Preschool PeriodBenlik Algısı

Empati

Oyun Etkileşimi

Okul Öncesi Dönem

Sayı

Makale detayları

Yazarlar: Hazal Ersal | Erhan Alabay

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.385-426

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001303529

pISSN: 2148-2314

Sayı

Yazarlar:

Hazal Ersal | Erhan Alabay

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.385-426

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303529

pISSN:

2148-2314