An analysis of children’s play behaviors towards toys representing diversity

Fulya Ezmeci; Esra Akgul; Berrin Akman

doi:10.29333/pr/12096

Full Text (PDF)

Fulya Ezmeci ¹ ^* , Esra Akgul ² , Berrin Akman ²

More Detail

¹ Early Childhood Education Program, Faculty of Education, Erzincan Binali Yildirim University, Erzincan, TURKEY² Early Childhood Education Program, Faculty of Education, Hacettepe University, Ankara, TURKEY^* Corresponding Author

Abstract

The purpose of this study is to analyze the play behaviors of children aged 60-72 months with respect to individual differences, cultural differences, and special needs differences. The study employs the basic qualitative research method. Fifty-two children enrolled in four different pre-school classes were given toys that featured diversity. The children’s play behaviors were analyzed through the researchers’ non-participatory observations. The data obtained from the observations was analyzed through content analysis. The study showed that while the pre-school children displayed similar behaviors towards both the toys representing individual/cultural diversity and the ones without diversity, their play behaviors towards the toys representing special needs and the roles they assigned to these toys differed greatly in both positive and negative terms.

Keywords

diversity
play behaviors
preschool education
toys

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, 2022, Volume 7, Issue 3, Article No: em0129

https://doi.org/10.29333/pr/12096

Publication date: 18 May 2022

Article Views: 1015

Article Downloads: 838

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Administration for Disabled People. (2011). 2010 annual report. http://www.sp.gov.tr/upload/xSPRapor/files/An6Lw+Ozurluler_Idaresi_Baskanligi_10_FR.pdf
Baris, M. E., & Uslu, A. (2009). Accessibility for the disabled people to the built environment in Ankara, Turkey. African Journal of Agricultural Research, 4(9), 801-814. https://doi.org/10.5897/AJAR.9000022
Baykoc Donmez, N. (1992). Game book. Esin Publications.
Casey, T. (2010). Inclusive play: Practical strategies for children from birth to eight. SAGE. https://doi.org/10.4135/9781446288252
Culhaoglu-Imrak, H., & Sigirtmac, A. (2011). An investigation of peer interaction in the preschool inclusive classrooms. International Journal of Early Childhood Special Education, 3(1), 38-65. https://doi.org/10.20489/intjecse.107946
Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. Routledge.
Duman, G., & Kocak, N. (2013). Properties of social games and social interactions of a special needed child in inclusive preschool education. Cumhuriyet International Journal of Education, 2(3), 99-108. http://cije.cumhuriyet.edu.tr/en/pub/issue/4276/57625
Ekmisoglu, M. (2007). Examining teachers’ views about respect for diversities at early childhood period and study of validity and reliability of the scale of respect for diversities [Unpublished master’s thesis]. Canakkale Onsekiz Mart University.
Han, J., Ostrovsky, M., & Diamond, K. 2006. Children’s attitudes toward peers with disabilities: Supporting positive attitude development. Young Exceptional Children, 10(1), 2-11. https://doi.org/10.1177/109625060601000101
Harper, L. V., & McCluskey, K. S. (2002). Caregiver and peer responses to children with language and motor disabilities in inclusive preschool programs. Early Childhood Research Quarterly, 17(2), 148-166. https://doi.org/10.1016/S0885-2006(02)00143-6
Holloway, I., & Wheeler, S. (1996). Qualitative research for nurses. Blackwell Science Ltd.
Houser, J. (2015). Nursing research: Reading, using, and creating evidence. Jones and Bartlett Learning.
Kabasakal, Z., Girli, A., Okun, B., Celik, N., & Vardarli, G. (2008). Disabled students, coequal relations and their abuse. Journal of Buca Faculty of Education, 23, 169-176. https://dergipark.org.tr/tr/pub/deubefd/issue/25428/268255
Karadag, F., Demirtas, V., & Girli, A. (2014). Preferences of preschool children towards peers with disabilities. Mehmet Akif Ersoy University Journal of Education Faculty, 31, 191-215. https://dergipark.org.tr/en/pub/maeuefd/issue/19404/206252
KEDV. (2006). Handbook of education on respect for differences in early childhood. Derin Publisher.
Killen, M. (2007). Children’s social and moral reasoning about exclusion: Erratum. Current Directions in Psychological Science, 16(4), 233. https://doi.org/10.1111/j.1467-8721.2007.00510.x
Killen, M., Lee-Kim, J., McGlothlin, H., Stangor, C., & Helwig, C. C. (2002). How children and adolescents evaluate gender and racial exclusion. Monographs of the Society for Research in Child Development, 67(4), I-vii, 1-119. https://doi.org/10.1111/1540-5834.00227
Lincoln, S. Y., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. https://doi.org/10.1016/0147-1767(85)90062-8
Margalit, M. (1998). Loneliness and coherence among preschool children with learning disabilities. Journal of learning disabilities, 31(2), 173-180. https://doi.org/10.1177/002221949803100207
MEB. (2013). MEB preschool education program. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. Jossey & Bass.
Metin, N., Senol, B., & Yumus, M. (2015). Evaluation of autistic education integrated into pre-school education classes. Hacettepe University Faculty of Health Sciences Journal, 1(2), 483-490. https://dergipark.org.tr/en/download/article-file/88884
Metin, S. (2016). Investigation of studies on inclusion in preschool in Turkey. Journal of Bayburt University Faculty of Education, 8(1), 146-172. https://dergipark.org.tr/en/pub/befdergi/issue/23144/247216
Mulvey, K. L., Hitti, A., & Killen, M. (2010). The development of stereotyping and exclusion. Wiley Interdisciplinary Reviews: Cognitive Science, 1(4), 597-606. https://doi.org/10.1002/wcs.66
Scholes, L., Wallace, E., Walker, S., Lunn Brownlee, J., & Lawson, V. (2021). Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school. British Educational Research Journal, 48(2), 272-291. https://doi.org/10.1002/berj.3766
Secer, Z., Sari, H., & Cetin, S. (2010). Perspectives of preschool children on inclusion with their peers with physically handicapped. Gazi University Faculty of Industrial Arts Education Journals, 26, 12-24.
Sevinc, M. (2004). Play in early childhood development and education. Morpa Publishing.
Speziale, H. S., Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing. Advancing the humanistic imperative. Lippincott Williams ve Wilkins.
Topcubasi, T. (2015). The effect of respect for differences education program on students’ level of respect for differences [Unpublished master’s thesis]. Ondokuz Mayıs University.
Tufan, M., & Swadener, E. B. (2016). An analysis of typically developing Turkish kindergarten children’s attitudes toward their peers with special needs. Cumhuriyet International Journal of Education, 5(4), 72-88. https://doi.org/10.30703/cije.321416
Unal, B. (2018). The development of disability pride through challenging internalized idealist and ableist norms in Turkish society: A grounded theory study [PhD thesis, Middle East Technical University].
Wainman, B., Boulton-Lewis, G., Walker, S., Brownlee, J., Cobb, C., Whiteford, C., & Johnsson, E. (2012). Young children’s beliefs about including others in their play: Social and moral reasoning about inclusion and exclusion. Australasian Journal of Early Childhood, 37(3), 137-146. https://doi.org/10.1177/183693911203700318

How to cite this article

APA

Ezmeci, F., Akgul, E., & Akman, B. (2022). An analysis of children’s play behaviors towards toys representing diversity. Pedagogical Research, 7(3), em0129. https://doi.org/10.29333/pr/12096

Vancouver

Ezmeci F, Akgul E, Akman B. An analysis of children’s play behaviors towards toys representing diversity. PEDAGOGICAL RES. 2022;7(3):em0129. https://doi.org/10.29333/pr/12096

AMA

Ezmeci F, Akgul E, Akman B. An analysis of children’s play behaviors towards toys representing diversity. PEDAGOGICAL RES. 2022;7(3), em0129. https://doi.org/10.29333/pr/12096

Chicago

Ezmeci, Fulya, Esra Akgul, and Berrin Akman. "An analysis of children’s play behaviors towards toys representing diversity". Pedagogical Research 2022 7 no. 3 (2022): em0129. https://doi.org/10.29333/pr/12096

Harvard

Ezmeci, F., Akgul, E., and Akman, B. (2022). An analysis of children’s play behaviors towards toys representing diversity. Pedagogical Research, 7(3), em0129. https://doi.org/10.29333/pr/12096

MLA

Ezmeci, Fulya et al. "An analysis of children’s play behaviors towards toys representing diversity". Pedagogical Research, vol. 7, no. 3, 2022, em0129. https://doi.org/10.29333/pr/12096