Thesis Type: Postgraduate
Institution Of The Thesis: Bursa Uludağ University, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, Turkey
Approval Date: 2021
Thesis Language: Turkish
Student: Ceyda Genişyürek
Supervisor: PINAR BAĞÇELİ KAHRAMAN
Abstract:This research was conducted in order to determine the effect of intelligence games on the language development of 5-6 years old preschool children. The research was conducted with a trial model for this purpose. The study group of the study consists of 52 children, 25 experimental and 27 controls determined by appropriate sampling. All of these children are children who received pre-school education in Malazgirt district of Muş province in 2019-2020 academic year. Personal Information Form and Peabody Picture Vocabulary Test were used to collect research data. In the experimental part of the study, intelligence games were applied to the experimental group children for 8 weeks and 32 activity hours. It was determined that the data obtained during the research process were distributed normally and independent groups t test was used to determine the equivalence of the experimental and control groups before the research. In addition, analyzes for research problems were made using Analysis of Variance for Mixed Patterns (Split-Plot ANOVA). As a result of the research, a significant difference was found in the language development scores of the experimental and control group children in favor of the posttest. In addition, the post-test scores of the experimental group children were found to be significantly higher than the control group children. A significant difference was found in the language development scores of boys and girls in the experimental group in favor of the posttest. In addition, girls' post-test scores were found to be significantly higher than boys. There was a significant difference in favor of the posttest in the language development scores of 5 and 6 year old children in the experimental group. In addition, the post-test scores of 6-year-old children were found to be significantly higher than 5-year-old children. There was a significant difference in favor of the posttest in the language development scores of the children in the experimental group who previously received pre-school education and did not receive this education. In addition, the post-test scores of the children who had previously received pre-school education were found to be significantly higher than the children who had not received pre-school education before. (In this context, it can be said that intelligence games have a positive effect on children's language development. Therefore, it is necessary to look at the effects of intelligence games on different developmental areas of preschool children.