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Çocukların günlük hayatlarında hayal güçlerini kullanırken gözlemlenen bireysel farklılıklar hayali yatkınlık olarak tanımlanmaktadır. Bu araştırmada okul öncesi dönemdeki çocukların hayali yatkınlıklarının incelenmesi ve -mış gibi oyun ve ebeveyn tutumları ile ilişkisinin araştırılması hedeflenmiştir. Çalışmaya 3 ve 4 yaşlarındaki 78 çocuk ve ebeveynleri katılmıştır. Çocukların hayali yatkınlıkları mülakat yoluyla bilgi alınarak ve ebeveynlerinden anket yoluyla bilgi toplanarak; -mış gibi becerileri çocuklara bazı davranışsal görevler verilerek; çocuklarının oyunlarına yönelik ebeveyn tutumları ise anket yoluyla ölçülmüştür. Sonuçlara göre çocukların hayali yatkınlıklarında cinsiyete bağlı farklılıklar gözlenmiştir. Oğlan çocuklarının günlük hayatlarında gerçekçi oyun, düşünce ve aktiviteleri, hayali olanlara kıyasla daha çok tercih ettikleri bulunmuştur. Kız çocuklarının ise hayali ve gerçekçi tercihleri birbirlerinden ayrılmamakla beraber oğlan çocuklarına kıyasla tercihlerinin daha çok hayali ögeler içerdiği ve daha yüksek hayali yatkınlıklarının olduğu görülmüştür.
Individual differences observed when using their imagination in children’s daily lives are defined as imagination tendencies. This study aims to study the imaginary tendencies of children in the pre-school period and to study the relationship with the play and parental attitudes such as -was. The study was attended by 78 children and parents aged 3 and 4. The imaginary tendencies of the children by receiving information through interviews and by gathering information from their parents through the survey; the skills of the children by giving some behavioral tasks; the attitudes of the parents towards their children's games by measuring through the survey. According to the findings, gender-related differences have been observed in children’s imaginary tendencies. In their daily lives, the boys have found that they prefer real-world games, thoughts, and activities more than those of their dreams. Their girls have no imaginary and realistic preferences, but their preferences have more imaginary objects than their boys, and they have higher imaginary tendencies.
Fantasy orientation (FO) refers to the individual differences to the extent that children prefer pretend activities over real ones. In the current study, the relations between children’s FO, pretend play, and parental attitudes towards child's play were examined. Seventy-eight 3- to 4- year-old children and their parents participated in the study. FO was assessed with child interviews and parent questionnaires. Several behavioral tasks were administered to measure pretend play. The parents also completed a questionnaire about their attitudes towards child’s play behavior. The results showed that there are gender differences in children’s FO: Boys preferred real games, thoughts, and activities more often than the pretend ones. However, girls’ pretend and real preferences did not differ. Yet, overall, girls preferred more pretend games, thoughts, and activities and were more fantasy-oriented compared to the boys. Children’s pretend play was not associated with parental attitudes towards play behavior. However, there were associations between pretend play and FO: The amount of time spent pretend playing was correlated with children’s FO. Further, parents’ positive attitudes regarding pretense predicted higher FO in children. Also, only for boys, parents’ stance on the educational value of pretend play predicted higher FO. The findings and implications are discussed.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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