The Effect of a Modular Art Education Programme on the Personal-Social Development of Preschool Children

Autor/in	Çetin, Zeynep
Titel	The Effect of a Modular Art Education Programme on the Personal-Social Development of Preschool Children
Quelle	In: South African Journal of Childhood Education, 11 (2021) 1, Artikel 941 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çetin, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Art Education; Art Activities; Learning Modules; Preschool Children; Preschool Education; Social Development; Emotional Development; Program Effectiveness; Interpersonal Competence; Age Differences; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Künstlerische Tätigkeit; Learning module; Lernmodul; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Interpersonale Kompetenz; Age; Difference; Age difference; Altersunterschied; Ausland; Türkei
Abstract	Background: It is important for children to be engaged in art activities to acquire desirable emotions and behaviours. Art education is thought to contribute to children's development of personal and social skills, such as self-confidence and sharing. Aim: This study aims to investigate the effect of art activities on 36-48-month-old children's personal and social development and offers suggestions for teachers and parents about art activities. Setting and Methods: The sample included 56 children from the Duzce University Pre-School (28 children in the experimental group and 28 children in the control group). Quantitative data collection techniques were used, and randomised pre-test post-test experimental design with control groups was adopted. The experimental group received 7 weeks of art education developed by the researcher as six 45-50 min sessions. The Brief Infant-Toddler Social and Emotional Assessment, which was adapted to Turkish was used as the data collection instrument. Variances were defined based on the data obtained. Content differences and frequency tables were formed and interpreted. Results: Analysis of the data reveals a significant difference between the experimental and control groups' pre-test and post-test scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01