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.