Abstract
Bu araştırmada, çocuklar için geliştirilen yaratıcılık
eğitim programının, çocukların yaratıcı davranışlarına olan etkisi belirlenmiştir.
Çalışmada için öntest-son test kontrol gruplu yarı deneysel desen kullanılmıştır.
Yaratıcılık Eğitim Programı’nın çalışma grubunu, tipik örnekleme yöntemiyle
seçilen iki farklı anasınıfında eğitim gören 30 çocuk oluşturmaktadır.
Araştırmanın deney grubunda 16, kontrol grubunda da 14 çocuk bulunmaktadır. Her
iki gruptaki çocuklara ön-test ve son-test olarak araştırmacı tarafından
Yaratıcı Davranış Gözlem Formu uygulanmıştır. Yaratıcılık Eğitim Programının 36
etkinliği, haftada 3 gün olmak üzere 12 hafta boyunca araştırmacı tarafından
deney grubundaki çocuklara uygulanmıştır. Kontrol grubundaki çocuklara ise
anasınıfı öğretmeni tarafından Milli Eğitim Bakanlığı Okul Öncesi Eğitim
Programı’nın uygulanmasına devam edilmiştir. Son testlerin uygulanmasının
ardından, Yaratıcılık Eğitim Programı’nın kalıcılığını belirlemek için deney
grubuna Yaratıcı Davranış Gözlem Formu Etkinlikleri tekrar uygulanmıştır ve
çocukların davranışları Yaratıcı Davranış Gözlem Formu ile değerlendirilmiştir.
Kontrol grubu ve deney grubunun gözlem formundan aldıkları ön-test ile son-test
ortalamalarının arasında anlamlı farklılık olup olmadığını belirlemek için
ilişkili örneklemler t testi, kontrol grubunun ve deney grubunun ön-test
ortalamaları arasındaki farkı belirlemek amacıyla bağımsız örneklemler t testi,
kontrol ve deney grubunun ön-test sonuçları arasında anlamlı fark bulunan
boyutlardan elde edilen son-test ortalamalarını karşılaştırmak için ANCOVA,
kullanılarak veriler analiz edilmiştir. Çalışmada tüm analizler için anlamlılık
düzeyi p<.05 olarak belirlenmiştir. Elde edilen verilere göre, Yaratıcılık
Eğitim Programı çocukların yaratıcı davranışlarını olumlu yönde
geliştirmektedir. Kalıcılık testi
sonuçlarına göre de Yaratıcılık Eğitim Programı’nın etkisi devam etmektedir.
Keywords
yaratıcılık yaratıcılık eğitimi yaratıcı davranış gözlem formu okul öncesi eğitim okul öncesi dönem
References
- Akçum, E. (2005). 5-6 yaş çocuklarının yaratıcılık ve öğrenime hazır oluş düzeylerine okul öncesi eğitimin etkisinin incelenmesi. [The examination of the effect of pre-school education to the levels of creativity and being ready for learning of 5-6 year-old children] (Unpublished Thesis) Selcuk University, Konya.
- Alfonso-Benlliure, V., Melendez, J. C., & Garcia-Ballesteros. M. (2013). Evaluation of a creativity intervention program for preschoolers. Thinking Skills and Creativity, 10, 112- 120. http://dx.doi.org/10.1016/j.tsc.2013.07.005.
- Aslan, E. (2001). Kavram boyutunda yaratıcılık. [Creativity in concept dimension] Türk Psikolojik Danışma ve Rehberlik Dergisi, 16(2), 15- 22. Retrieved from file:///C:/Users/Acer/Downloads/322-735-1-SM.pdf.
- Brown, R. (1989). Creativity what are we to measure? Glover, J. A.; Royce, R. R., & Reynolds, C. R. (Ed). (3- 32). Handbook of creativity. New York: Plenum Press.
- Büyüköztürk, Ş. (2007). Deneysel desenler: ön test-son test kontrol grubu desen ve veri analizi. [Experimental patterns pre-test post-test control group pattern and data analysis] (2nd Ed.). Ankara: Pegem A Publishing.
- Cheung, R. H. P. (2013). Exploring the use of the pedagogical framework for creative practice in preschool settings: A phenomenological approach. Thinking Skills and Creativity, 10, 133- 142. http://dx.doi.org/10.1016/j.tsc.2013.08.004.
- Cheung, R.H. P. (2010). Designing movement activities to develop children’s creativity in early childhood education. Early Child Development and Care, 180(3), 377- 385. http://dx.doi.org/10.1080/03004430801931196.
- Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: Harper Perrential.
- Dziedziewicz, D., Oledzka, D., & Karwowski, M. (2013). Developing 4-to 6-year-old children’s figural creativity using ‘a doodle-book program. Thinking Skills and Creativity, 9, 85- 95. http://dx.doi.org/10.1016/j.tsc.2012.09.004.
- Gerrig, R. J., & Zimbardo. P. G. (2005). Psychology and Life. USA: Pearson.
- Guilford, J. P. (1976). Traits of Creativity. Vernon P.E. (Ed.). (167-188). Creativity. Harmondsworth: Penguin.
- Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: An overview and tutorial. Tutor Quant Methods Psychol, 8(1), 23- 34. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3402032/.
- Karasar, N. (2008). Bilimsel araştırma yöntemi. [Scientific Research Methods]. Ankara: Nobel Press.
- Koster, J. B. (2001). Growing Artists Teaching Art to Young Children. (2nd Ed.). Albany: Delmar.
- Mayesky, M. (2002). Creative Activities for Young Children. (7th Ed.). Usa: Thomson Delmar Learning.
- MEB (2013). Milli eğitim bakanlığı temel eğitim genel müdürlüğü okul öncesi eğitim programı. [Ministry of National Education General Directorate of Preschool Education. Pre-School Education Program]. Retrieved from https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf.
- Myers, D. G. (2004). Psychology. (7 Ed.). New York: Worth Publishers.
- Oral, G. (1997). Etkinlik temelli spiral öğretim programının 5 yaş çocuklarına yaratıcılıkları ile aile ve öğretmen gözüyle davranışlarına etkisi. [The effect of the activity based spiral curriculum on five year-old children’s creativity and behaviors as perceived by their parents and teachers]. (Unpublished Thesis) Middle East Technical University, Ankara.
- Rizi, C. B., Yarmohamadiyan, M. H., & Gholami, A. (2011). The effect group plays on the development of the creativity of six-year children. Procedia Social And Behavioral Sciences, 15, 2137- 2141. https://doi.org/10.1016/j.sbspro.2011.04.067.
- Sawyer, R.K. (2012). Explaining creativity: the science of human innovation. New York: Oxford University Press.
- Schirrmacher, R. (2006). Art and creative development for young children. (7th Ed.). USA: Thomson Delmar Learning.
- Shaffer, D. R., & Kipp. K. (2007). Developmental psychology childhood & adolescence. Belmont: Thomson Higher Education.
- Sungur, N. (1997). Yaratıcı düşünme. [Creative thought]. İstanbul: Evrim Publications.
- Torrance, E. P. (1962). Guiding creative talent. New Jersey: Prentice-Hall.
- Torrance, E. P. (1977). Creativity in the Classroom. Washington: National Education Association.
- Torrance, E. P. (2004). Great expectations: creative achievements of the sociometric stars in a 30-year study. The Journal of Secondary Gifted Education, 16(1), 5-13. https://doi.org/10.4219/jsge-2004-465.
- Truman, S. (2011). A generative framework for creative learning: a tool for planning creative-collaborative tasks in the classroom. Retrieved from: http://www.regents.ac.uk/media/448147/1101_generative_framework_truman.pdf.
- Yıldız, F. Ü. (2000). Deneysel yaratıcılık programının 4-5 yaş çocuklarının sosyal ve bilişsel gelişimlerine etkileri. [Social and cognitive developmental effects of 4-5 years old children in experimental creativity program). (Unpublished Thesis) Selcuk University, Konya.
Abstract
This study aimed
to investigate the effects of creativity training program on children’s creative
behaviors. In this study, a quasi-experimental model was used. The model was
constituted with a pre-test and post-test control group. The
study group which was chosen via typical sampling method consisted of totally
30 children who were students in two separate nursery classes. 16 of them were
in experimental group and 14 of them were in control group. Creative Behavior
Observation Form was applied to both groups as pre-test and post-test. Creative
Training Program which consisted of 36 activities to support creative thinking
of the children in the experimental group was applied 3 days a week for 12
weeks by the researcher. Control group students were applied Preschool
Education Program of National Ministry Education by their teacher. After
posttests, Creative Behavior Observation Form Activities were re-applied to
experimental group to determined the retention of Creativity Training Program and
children’s behaviors were evaluated by Creative Behavior Observation Form
Paired sample t-test was used in order to determined if there were significant
differences between pre-test and post-test obtained from observation form of
the experimental and control group; independent sample t-test was used in order
to determined if there was any difference between the mean scores in pre-tests of the experiment group and control group.
ANCOVA analysis was used to compare post-test means based on the dimensions
where significant differences were found as a result of pretest of the
experimental and control groups. Significance level was identified as p<.05
for all the analysis throughout the study. The results showed that the Creavity
Training Program affected chidrens’ creavity behaviors in positive way. The results
of retention test indicated that the effect of the program was effective.
Keywords
creativity training early childhood preschool education Creativity creative behavior observation form early childhood
References
- Akçum, E. (2005). 5-6 yaş çocuklarının yaratıcılık ve öğrenime hazır oluş düzeylerine okul öncesi eğitimin etkisinin incelenmesi. [The examination of the effect of pre-school education to the levels of creativity and being ready for learning of 5-6 year-old children] (Unpublished Thesis) Selcuk University, Konya.
- Alfonso-Benlliure, V., Melendez, J. C., & Garcia-Ballesteros. M. (2013). Evaluation of a creativity intervention program for preschoolers. Thinking Skills and Creativity, 10, 112- 120. http://dx.doi.org/10.1016/j.tsc.2013.07.005.
- Aslan, E. (2001). Kavram boyutunda yaratıcılık. [Creativity in concept dimension] Türk Psikolojik Danışma ve Rehberlik Dergisi, 16(2), 15- 22. Retrieved from file:///C:/Users/Acer/Downloads/322-735-1-SM.pdf.
- Brown, R. (1989). Creativity what are we to measure? Glover, J. A.; Royce, R. R., & Reynolds, C. R. (Ed). (3- 32). Handbook of creativity. New York: Plenum Press.
- Büyüköztürk, Ş. (2007). Deneysel desenler: ön test-son test kontrol grubu desen ve veri analizi. [Experimental patterns pre-test post-test control group pattern and data analysis] (2nd Ed.). Ankara: Pegem A Publishing.
- Cheung, R. H. P. (2013). Exploring the use of the pedagogical framework for creative practice in preschool settings: A phenomenological approach. Thinking Skills and Creativity, 10, 133- 142. http://dx.doi.org/10.1016/j.tsc.2013.08.004.
- Cheung, R.H. P. (2010). Designing movement activities to develop children’s creativity in early childhood education. Early Child Development and Care, 180(3), 377- 385. http://dx.doi.org/10.1080/03004430801931196.
- Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: Harper Perrential.
- Dziedziewicz, D., Oledzka, D., & Karwowski, M. (2013). Developing 4-to 6-year-old children’s figural creativity using ‘a doodle-book program. Thinking Skills and Creativity, 9, 85- 95. http://dx.doi.org/10.1016/j.tsc.2012.09.004.
- Gerrig, R. J., & Zimbardo. P. G. (2005). Psychology and Life. USA: Pearson.
- Guilford, J. P. (1976). Traits of Creativity. Vernon P.E. (Ed.). (167-188). Creativity. Harmondsworth: Penguin.
- Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: An overview and tutorial. Tutor Quant Methods Psychol, 8(1), 23- 34. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3402032/.
- Karasar, N. (2008). Bilimsel araştırma yöntemi. [Scientific Research Methods]. Ankara: Nobel Press.
- Koster, J. B. (2001). Growing Artists Teaching Art to Young Children. (2nd Ed.). Albany: Delmar.
- Mayesky, M. (2002). Creative Activities for Young Children. (7th Ed.). Usa: Thomson Delmar Learning.
- MEB (2013). Milli eğitim bakanlığı temel eğitim genel müdürlüğü okul öncesi eğitim programı. [Ministry of National Education General Directorate of Preschool Education. Pre-School Education Program]. Retrieved from https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf.
- Myers, D. G. (2004). Psychology. (7 Ed.). New York: Worth Publishers.
- Oral, G. (1997). Etkinlik temelli spiral öğretim programının 5 yaş çocuklarına yaratıcılıkları ile aile ve öğretmen gözüyle davranışlarına etkisi. [The effect of the activity based spiral curriculum on five year-old children’s creativity and behaviors as perceived by their parents and teachers]. (Unpublished Thesis) Middle East Technical University, Ankara.
- Rizi, C. B., Yarmohamadiyan, M. H., & Gholami, A. (2011). The effect group plays on the development of the creativity of six-year children. Procedia Social And Behavioral Sciences, 15, 2137- 2141. https://doi.org/10.1016/j.sbspro.2011.04.067.
- Sawyer, R.K. (2012). Explaining creativity: the science of human innovation. New York: Oxford University Press.
- Schirrmacher, R. (2006). Art and creative development for young children. (7th Ed.). USA: Thomson Delmar Learning.
- Shaffer, D. R., & Kipp. K. (2007). Developmental psychology childhood & adolescence. Belmont: Thomson Higher Education.
- Sungur, N. (1997). Yaratıcı düşünme. [Creative thought]. İstanbul: Evrim Publications.
- Torrance, E. P. (1962). Guiding creative talent. New Jersey: Prentice-Hall.
- Torrance, E. P. (1977). Creativity in the Classroom. Washington: National Education Association.
- Torrance, E. P. (2004). Great expectations: creative achievements of the sociometric stars in a 30-year study. The Journal of Secondary Gifted Education, 16(1), 5-13. https://doi.org/10.4219/jsge-2004-465.
- Truman, S. (2011). A generative framework for creative learning: a tool for planning creative-collaborative tasks in the classroom. Retrieved from: http://www.regents.ac.uk/media/448147/1101_generative_framework_truman.pdf.
- Yıldız, F. Ü. (2000). Deneysel yaratıcılık programının 4-5 yaş çocuklarının sosyal ve bilişsel gelişimlerine etkileri. [Social and cognitive developmental effects of 4-5 years old children in experimental creativity program). (Unpublished Thesis) Selcuk University, Konya.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | April 17, 2018 |
| Published in Issue | Year 2018Volume: 7 Issue: 1 |
