Özet:

Pre-school period is a very critical period in terms of the development of children’s social and emotional skills. The pre-school period is one of the important periods in which children gain many qualifications, such as respect, social sharing, business division, individual rights and responsibilities, social environment and prepare the individual for adult life. In this study, pre-school children’s quiet play, solo-passive play, solo-active play, social play and impulsive play behaviors were determined and studied in the context of a variety of variables. The research method is used as a method of qualitative methods. The work group consists of 60-72 months of 200 children studying in private and public pre-school educational institutions that are selectively determined in Mersin Province. The researchers discussed the teachers who worked in the institutions and asked the teachers to fill the scale of play behavior based on their observations for each child. The analysis found that pre-school children received high points from social play behavior as play behavior, then they had a medium-level solo-active play and quiet play behavior, and low points from the lower scales of drive-track and solo-passive play. When the children’s play behaviors differ or not according to the brother variable, it has been shown that children without a brother play less impulsive games than those with one or two brothers. In the context of this study, the behavior of the children’s play is different or not according to the type of institution in which they are educated, while the pre-school child’s behavior of the children’s solo-active play is higher compared to those who are educated in the state institutions.