Abstract:

In literature, some studies were conducted independently of each other and revealed different results on a similar subject. It is essential to gather individual studies made by different researchers, with different sample groups, at different times and in different places, in order to see the whole of the studies on that subject. This study aims to examine the effect of experimental studies on postgraduate theses published between the years 1998-2020 in Turkey conducted to support the developmental areas of preschool children by meta-analysis method. For this purpose, 250 graduate theses made in the relevant years have been included in the research's scope. The effects of educational intervention programs applied in the postgraduate theses discussed within the study's scope on the development of preschool children were examined. As a result of the research, 246 theses supporting development have been found to affect at a large level (d = 1,102) . Besides, in 37 of 250 theses within the research scope, the effects of the interventions applied to the children in the experimental group by gender were examined. As a result of the meta-analysis on the gender variable, it was determined that educational interventions did not cause developmental differences between girls and boys. According to the moderator analysis, it was determined that the total duration of the applied educational interventions was ten weeks or more, the number of weekly sessions was three days or more, and the number of children in the applied group was less than 20, which increased the effect of the educational intervention.

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