Özet:

This study was carried out with the aim of illustrating the content of the games of the five-six-year-old children continuing to their motherhood. For this purpose, it was studied how many personal games children play, what materials they use in their games, what roles they take over, what kind of problems they experience, and what kind of games they play social and cognitive. This study in the state study model of quality research methods, 20 girls and 20 boys were conducted in a total of 40 children continuing to their motherhood. The study data was collected through unstructured observations and in the analysis of the data, the visual analysis was applied. The study found that the learning centers widely used by girls and boys are dramatic play and block centers, and also the kitchen materials and the materials used in the games by girls and boys, and the cars and balls by boys. In the dramatic games, the role of parents and children in the girls and the role of driver and police in the boys was highlighted. While the number of girls in the games is partially more, there are problems in the games of girls and boys, such as not sharing toys, not sharing roles, not choosing games, not ending the game. Problems in games were found to be 30-35% in girls and 20-25% in men. The result was that girls and boys mainly played group games with dramatic games and then building games. It has been revealed that the relevant persons and institutions should have knowledge and experience in bringing children together with the game processes that include diversified game experiences with an equal approach.

Özet:

The study was carried out for the purpose of making descriptively review over play contents of children aged five-six attending kindergarten. In line with this purpose, children’s plays were examined in terms of the number of the persons in the play, the materials that they used in their play, the types of roles they took, the problems that they faced and the kinds of play in cognitive and social terms. This study, based on the case study design from qualitative research methods, was conducted with 20 girls and 20 boys, and thus 40 kindergarten children in total. Data was collected through unstructured observation and descriptive analysis was used to analyze the data. As a result of the study, it was observed that the learning centers widely used by girls and boys were the center of dramatic play and block center, and also the most preferred toys were kitchen materials and baby dolls for girls while the most preferred toys were cars and balls for boys. In dramatic plays, it was noted that the mother-child roles in girls’ and drivers-police roles in boys’ were mostly chosen. Although it was seen partially more in girls’ play, it has been observed that problems such as not to share toys, not sharing roles, not choosing a play, and not ending play were experienced in boys’ and girls’ plays. It was stated that the problems experienced in the plays were 30% -35% among girls and 20% -25% among boys. It has been concluded that girls and boys play mostly group plays and dramatic plays, and then constructin-building plays. It has emerged that relevant people and institutions should have the knowledge and experience in bringing children together with play processes including diversified play experiences with an egalitarian approach.  

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