The effect of tmpt program on pre-school children's social problem solving skills

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dc.authorid0000-0002-0045-5158
dc.authorid0000-0003-4792-8124
dc.contributor.authorGur, Cagla
dc.contributor.authorKocak, Nurcan
dc.date.accessioned2020-03-26T19:56:06Z
dc.date.available2020-03-26T19:56:06Z
dc.date.issued2018
dc.departmentSelçuk Üniversitesi, Eğitim Fakültesien_US
dc.description.abstractPurpose: Starting Thinking Training at an early age is important. However, few studies were found regarding Thinking Training programs for pre-school children and the contributions of these programs to children's social problem-solving. In this context, the TMPT Program was developed for pre-school children and the effect of the program on 5-6 year-old children's social problem-solving skills was examined. Research Methods: The data of the study were obtained from a total of 70 children, including 32 in the experiment group and 38 in the control group. Thirty-two of the children in the study group were girls and 38 were boys. An experimental design with a pre-test and post-test control group was used. Within the scope of the study the Thinking from Multidimensional Perspectives Training Program was implemented in the experimental group. Through the TMPT Program, the following steps were examined: self-recognition, recognizing the other, recognition of the third one, group perspective, and social and universal perspective. The Wally Social Problem-Solving Test was used to determine if there was a difference between pre-test and post-test scores. Independent t-test was used to determine if there was a difference between experiment and control groups in terms of their pre-test and post-test scores (0.05 was determined as the significance level). Findings: The results revealed that the TMPT Program has a positive effect on 5-6 year-old pre-school children's social problem-solving skills. Implications for Research and Practice: Depending on the findings of the study, it is thought that training programs developed to support 5-6-year-old children's social problem-solving skills should include Thinking Training activities within their contents. (c) 2018 Ani Publishing Ltd. All rights reserveden_US
dc.identifier.citationGur, C., Kocak, N. (2018). The Effect of TMPT Program on Pre-school Children's Social Problem Solving Skills. Eurasian Journal of Educational Research, (73), 77-94.
dc.identifier.doi10.14689/ejer.2018.73.5en_US
dc.identifier.endpage94en_US
dc.identifier.issn1302-597Xen_US
dc.identifier.issn2528-8911en_US
dc.identifier.issue73en_US
dc.identifier.pmid#YOKen_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage77en_US
dc.identifier.urihttps://dx.doi.org/10.14689/ejer.2018.73.5
dc.identifier.urihttps://hdl.handle.net/20.500.12395/37012
dc.identifier.wosWOS:000429191500005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorKocak, Nurcan
dc.language.isoenen_US
dc.publisherANI YAYINCILIKen_US
dc.relation.ispartofEurasian Journal of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectThinking practicesen_US
dc.subjectyoung childrenen_US
dc.subjectthinking from multidimensional perspectivesen_US
dc.subjectthinking skillsen_US
dc.titleThe effect of tmpt program on pre-school children's social problem solving skillsen_US
dc.typeArticleen_US

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