Drama Education on the Creative Thinking Skills of 61-72 Months Old Pre-School ChildrenReport as inadecuate




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Online Submission, US-China Education Review A 6 p568-577 2012

This study aims to identify six-year-old pre-school children's creative thinking skill levels and to establish whether there is a difference between the creative thinking skills of children who received drama education and those who did not. The population of the study consisted of six-year-old children who were attending pre-school classes of middle socio-economic level primary schools located in capital of Turkey, Ankara. The sample included 80 61-72 months old children, 40 of whom constituted the experimental group, while the remaining forty constituted the control group. In order to identify the effects of drama education on 61-72 months old preschool children's creative thinking skill levels, the pre-test and post-test-retention test experimental design was used. Data concerning the children's creative thinking levels were determined by using the Turkish adaptation of Urban and Jellen's (1996) "TCT-DP" (test for creative thinking-drawing production). The experimental group received a total of 24 education sessions, twice weekly for 12 weeks. Data obtained from the experiment were analyzed by using the Mann-Whitney "U" test, independent samples "t"-test, Wilcoxon signed rank test and paired samples "t"-test. The results revealed a meaningful difference between the creative thinking scores of experimental and control group children. (Contains 5 tables.)

Descriptors: Experimental Groups, Control Groups, Preschool Children, Foreign Countries, Creative Thinking, Thinking Skills, Cognitive Ability, Drama, Program Effectiveness, Comparative Analysis, Pretests Posttests





Author: Yasar, Munevver Can; Aral, Neriman

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2914&id=ED534301







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