The Effect of Traditional Children's Games with Words and Rhymes on the Phonological Awareness of Preschool Children

Merve Şepitci Sarıbaş; Murat Sarıbaş

Makale detayları

The Effect of Traditional Children's Games with Words and Rhymes on the Phonological Awareness of Preschool Children

Yazarlar:

Merve Şepitci Sarıbaş | Murat Sarıbaş

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim | Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.1032-1055

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342111

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The aim of this study was to examine the effects of traditional childrens word-based games and nursery rhymes on the phonological awareness skills of preschool children. Utilizing quantitative data, the study adopted a quasi-experimental pre-testpost-test control group design. The study group consisted of 31 children receiving preschool education at a kindergarten affiliated with the Ministry of National Education in the central district of Sivas during the 20212022 academic year. Of these, 16 were assigned to the experimental group and 15 to the control group. Data were collected using the Childrens Information Form and the Phonological Awareness Skills Assessment Subtest of the Early Literacy Skills Assessment Tool. For data analysis, both Independent Samples t-Test and Paired Samples t-Test were employed, and effect size was calculated using Cohens d. The pre-test results indicated that the phonological awareness skills of the experimental and control groups were at similar levels prior to the intervention. The post-test results revealed a statistically significant improvement in the phonological awareness skills of the children in the experimental group, who participated in traditional word-based games and rhymes. In contrast, no significant difference was observed in the control group. Furthermore, the difference in scores between the experimental and control groups on the Phonological Awareness Skills Assessment Subtest was found to be of moderate effect size. Retention test results indicated that the positive effect of traditional childrens games and rhymes on the phonological awareness skills of the children in the experimental group persisted over time.

 The aim of this study was to examine the effects of traditional childrens word-based games and nursery rhymes on the phonological awareness skills of preschool children. Utilizing quantitative data, the study adopted a quasi-experimental pre-testpost-test control group design. The study group consisted of 31 children receiving preschool education at a kindergarten affiliated with the Ministry of National Education in the central district of Sivas during the 20212022 academic year. Of these, 16 were assigned to the experimental group and 15 to the control group. Data were collected using the Childrens Information Form and the Phonological Awareness Skills Assessment Subtest of the Early Literacy Skills Assessment Tool. For data analysis, both Independent Samples t-Test and Paired Samples t-Test were employed, and effect size was calculated using Cohens d. The pre-test results indicated that the phonological awareness skills of the experimental and control groups were at similar levels prior to the intervention. The post-test results revealed a statistically significant improvement in the phonological awareness skills of the children in the experimental group, who participated in traditional word-based games and rhymes. In contrast, no significant difference was observed in the control group. Furthermore, the difference in scores between the experimental and control groups on the Phonological Awareness Skills Assessment Subtest was found to be of moderate effect size. Retention test results indicated that the positive effect of traditional childrens games and rhymes on the phonological awareness skills of the children in the experimental group persisted over time.

 The aim of this study was to examine the effects of traditional childrens word-based games and nursery rhymes on the phonological awareness skills of preschool children. Utilizing quantitative data, the study adopted a quasi-experimental pre-testpost-test control group design. The study group consisted of 31 children receiving preschool education at a kindergarten affiliated with the Ministry of National Education in the central district of Sivas during the 20212022 academic year. Of these, 16 were assigned to the experimental group and 15 to the control group. Data were collected using the Childrens Information Form and the Phonological Awareness Skills Assessment Subtest of the Early Literacy Skills Assessment Tool. For data analysis, both Independent Samples t-Test and Paired Samples t-Test were employed, and effect size was calculated using Cohens d. The pre-test results indicated that the phonological awareness skills of the experimental and control groups were at similar levels prior to the intervention. The post-test results revealed a statistically significant improvement in the phonological awareness skills of the children in the experimental group, who participated in traditional word-based games and rhymes. In contrast, no significant difference was observed in the control group. Furthermore, the difference in scores between the experimental and control groups on the Phonological Awareness Skills Assessment Subtest was found to be of moderate effect size. Retention test results indicated that the positive effect of traditional childrens games and rhymes on the phonological awareness skills of the children in the experimental group persisted over time.

 Araştırmada, sözlü ve tekerlemeli geleneksel çocuk oyunlarının okul öncesi dönem çocuklarının sesbilgisel farkındalık becerileri üzerindeki etkisinin incelenmesi amaçlanmıştır. Nicel verilerden yararlanılan araştırmada, ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. 2021-2022 eğitim-öğretim yılında Sivas ili Merkez ilçesindeki Millî Eğitim Bakanlığına bağlı bir anaokulunda okul öncesi eğitimi alan 16sı deney, 15i kontrol grubundan olmak üzere toplam 31 çocuk çalışma grubunu meydana getirmiştir. Çocuklara Yönelik Bilgi Formu ve Erken Okuryazarlık Becerilerini Değerlendirme Aracının Sesbilgisel Farkındalık Becerilerini Değerlendirme Alt Testi veri toplama araçları olarak kullanılmıştır. Verilerin analizinde Bağımsız Örneklem T Testi ve Bağımlı Örneklem T Testi kullanılmıştır. Etki büyüklüğünün hesaplanmasında ise Cohen d formülü kullanılmıştır. Yapılan ön testler, uygulama öncesinde deney grubundaki çocuklar ile kontrol grubundaki çocukların sesbilgisel farkındalık becerilerinin benzer düzeyde olduğunu göstermiştir. Son testlerin sonucunda, sözlü ve tekerlemeli geleneksel çocuk oyunlarını oynayan deney grubundaki çocukların sesbilgisel farkındalık becerilerinin istatistiksel olarak anlamlı düzeyde arttığı, kontrol grubundaki çocukların ise sesbilgisel farkındalık becerilerinde anlamlı düzeyde bir farklılığın meydana gelmediği, deney grubu ile kontrol grubundaki çocukların SFBDATden aldıkları puanların orta düzeyde farklılaştığı görülmüştür. Kalıcılık testlerinin sonucunda sözlü ve tekerlemeli geleneksel çocuk oyunlarının deney grubundaki çocukların sesbilgisel farkındalık becerileri üzerindeki etkisinin devam ettiği saptanmıştır.

Makale detayları

The Effect of Traditional Children's Games with Words and Rhymes on the Phonological Awareness of Preschool Children

Yazarlar:

Merve Şepitci Sarıbaş | Murat Sarıbaş

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim | Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.1032-1055

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342111

pISSN:

2459-1912

Preschool period

Nursery rhyme

Traditional children games

Phonological awareness skillsOkul öncesi dönem

Tekerleme

Geleneksel çocuk oyunları

Sesbilgisel farkındalık becerileri

Sayı

Makale detayları

Yazarlar: Merve Şepitci Sarıbaş | Murat Sarıbaş

Yayıncı: Gazi University

Ana Başlıklar: Okul Öncesi Eğitim | Türkçe Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.1032-1055

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001342111

pISSN: 2459-1912

Sayı

Yazarlar:

Merve Şepitci Sarıbaş | Murat Sarıbaş

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim | Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.1032-1055

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342111

pISSN:

2459-1912