Özet:

The aim of this study is to study the impact of pre-school chess teaching on children’s attention-collecting skills and to find out whether teaching in this framework is more effective in the five-year-old groups or in the six-year-old groups. In this scope, the work was carried out according to the unequivalent control group design from semi-test models. The study was conducted with four groups of students who continue early childhood education in a kindergarten affiliated with the Ministry of National Education in Konya or Beyşehir district. In the five-year-old experimental group, 18 in the control group, 18 in the six-year-old experimental group, 18 in the control group, there were a total of 72 students in the study group. The study used the Personal Information Form and the FTF-K Attention Collection Test as a data collection tool. The pre-school satellite program, prepared by researchers in the study, was applied to five-year and six-year experimental groups, including 3 hours of lesson per week for 10 weeks. The FTF-K test was used to test whether the difference is meaningful in comparisons between the pre-test, the final test and the monitoring test points. According to the findings, the practiced chess teaching has found that (a) children in the five- and six-year-old experimental groups have significantly increased their ability to collect attention; (b) the five-year-old experimental group and the six-year-old experimental group have not made a significant difference in their ability to collect attention. As a result, it can be said that the teaching of chess in the pre-school period can contribute positively to the ability of children aged five and six to gather attention.

Özet:

The aim of this research is to examine the effect of preschool chess instruction on the concentration skills of children and to find out whether this instruction is more effective in five- or six-year-old groups. Accordingly, nonequivalent control group design, one of the quasi-experimental models, was adopted in the research. The study was conducted with four groups of students attending early childhood education in a state kindergarten in Beyşehir, a district in the city of Konya, Turkey. A total of 72 students participated in the study. In the five-year-old group, 18 students were in the experimental group and 18 students in the control group. Similarly, in the six-year-old group, 18 students were in the experimental group, and 18 students in the control group. Personal Information Form and FTF-K Concentration Test were used as data collection tools in the research. The preschool chess curriculum designed by the researchers was applied to the experimental groups of five- and six-year-olds, 3 lessons per week for 10 weeks. Independent samples t-test was used to determine whether the differences between the FTF-K test scores in the pre-test, post-test and delayed post-test were significant. The findings of the research indicated that chess instruction; (a) significantly enhanced the concentration skills of both five- and six-year-old groups; (b) did not create a significant difference between the five- and six-year-old groups in terms of their concentration skills. As a result, it can be argued that chess instruction in preschool period can provide positive contributions to the concentration skills of five- and six-year-old children.

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