Anasınıfına Devam Eden Dört Beş Yaş Çocukların Yaratıcı Düşünme Becerilerine Duyu Eğitim Programının Etkililiğinin İncelenmesi
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In this research, the differences in creative thinking abilities of three different groups of children before and after sensory training period was studied. The experimental groups were one of which receives planned systematic sensory training including all of the seven senses, the second which doesn't receive systematic sensory training but has an educational environment enriched with sensory materials, and the last group that only carries on the ordinary preschool program without any modifications. The preschool children, living and attending preschools in the city center of Sinop, composed the research population. The reseach sample was composed of normally developing children who didn’t have any history of sensory education and also attending one of three preschool classes in the same school. In order to determine the effects of sensory training on the creative thinking skills of preschool children, pre-test, post-test and retention-test control group experimental design was used. The children's creative thinking levels were determined by using both the "Thinking Creatively in Action and Movement -TCAM" developed by Torrance (1981); and the "Integrated Creativity Test-Preschooler- ICT-P” (Creative Thinking Ability Section) developed by Lee and Lee (2002) and later revized. Both of these measures were adapted to Turkish language and culture. Also the tests were used after proving their reliability and validity by conducting related studies. The first experimental group in the study got systematic sensory education for an 8-week period, 22 total sensory training sessions which were conducted under the guidance of the researcher. The second experimental group continued their preschool education in a sensory materials included class, without any kind of sensory guidance. The control group continued the normal preschool education program without any extra sensory intervention. The gathered data, were evaluated by using IBM SPSS and AMOS statistical package programs. The results revealed that the three groups differed significantly on their creative thinking scores (p<.05). The TCAM and ICT-P post-test scores of the first experimental group improved significantly after the intervention. When the results of first and second experimental group are compared, the findings reveal that both test scores increased for the favor of the first experimental group generally. The pre and post test scores of TCAM for the control group didn’t reveal any difference, however, ITC-P post test scores were found to show a slight difference.