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Resilience and Play Behaviours in Young Children

Year 2023, Volume: 21 Issue: 1, 1 - 12, 28.03.2023
https://doi.org/10.18026/cbayarsos.1034869

Abstract

Resilience is an individual’s capacity to cope with stress and difficulties. The aim of this study was to determine the predictive effect of resilience on young children's play behaviors. To this aim, the study was conducted with 677 (F: 306; M: 371) children aged 51-71 months (M=68.10; SD=4.63). The research performed in the relational screening model, one of the quantitative research methods, was conducted with 677 children reached using the convenience sampling method. The data obtained using the Ego Resiliency Scale and Preschool Play Behaviour Scale were analyzed using simple linear regression analysis to determine the effect of children's psychological endurance levels on children's behavior and game behavior scale. The results indicated that resilience predicts social play, solitary passive play, rough play, and reticent play behaviors statistically. However, although there was a positive relationship between the level of resilience and solitary active play, this relationship was not statistically significant. To sum up, young children’s resilience has positive effects on their play behaviors.

References

  • Alharbi, M. O. & Alzahrani, M. M. (2020). The Importance of Learning Through Play in Early Childhood: Reflection on “The Bold Beginnings Report”. International Journal of the Whole Child, 5(2), 9-17.
  • Anderson-McNamee, J. K., & Bailey, S. J. (2010). The importance of play in early childhood development. Montana State University Extention, 4(10), 1-4.
  • Bayındır, D., Balaban Dağal, A., & Önder, A. (2018). Türkiye’deki 60-72 Aylık Çocuklarda Duygu Düzenleme Becerilerinin Ego Sağlamlık Düzeylerine Göre İncelenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 29, 377-400. DOI: 10.14520/adyusbd.387131
  • Block J. H., & Block J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In: Collins WA (Ed.) Minnesota Symposia on Child Psychology, 13. Erlbaum; Hillsdale, NJ: pp. 39–101.
  • Breslin, D. (2005). Children's capacity to develop resiliency: How to nurture it. Young Children, 61, 47–52.
  • Bruce, T. (2018). The importance of play. In C. Trevarthen, J. Delafield-Butt, & A. W. Dunlop (Eds.), The child's curriculum: Working with the natural values of young children (pp. 39– 58). Oxford, UK: Oxford University Press.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö., Karadeniz, A., & Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: Pegema Yayınları.
  • Capurso M., & Pazzagli C. 2016. Children’s Health Care Play as a coping strategy?: A review of the relevant literature. Children’s Health Care 45, 39–66. DOI: 10.1080/02739615.2014.948163
  • Causadias, J. M., Salvatore, J. E., & Sroufe, L. A. (2012). Early patterns of self‐regulation as risk and promotive factors in development: A longitudinal study from childhood to adulthood in a high‐risk sample. International Journal of Behavioral Development, 36, 293–302. DOI: 10.1177/0165025412444076
  • Cefai, C. (2008). Promoting resilience in the classroom: a guide to developing pupils’ emotional and cognitive skills. London: Jessica Kingsley Publishers.
  • Choo, M. S., Xu, Y., & Haron, P. F. (2011). Subtypes of Nonsocial Play and Psychosocial Adjustment in Malaysian Preschool Children. Social Development, 21 (2), 294-312. DO: 10.1111/j.1467-9507.2011.00630.x
  • Coplan, R. J. & Rubin, K. H. (1998). Exploring and Assessing Nonsocial Play in the Preschool: The Development and Validation of Preschool Play Behavior Scale. Social Development, 7 (1), 72-91. DOI: 10.1111/1467-9507.00052
  • Coplan, R. J., Ooi, L. L., Rose-Krasnor, L., & Nocita, G. (2014). ‘I Want to Play Alone’: Assessment and Correlates of Self-Reported Preference for Solitary Play in Young Children. Infant and Child Development, 23, 229-238. DOI: 10.1002/icd.1854
  • Coplan, R. J., Gavinski‐Molina, M. H., Lagacé‐Séguin, D. G., & Wichmann, C. (2001). When girls versus boys play alone: Nonsocial play and adjustment in kindergarten. Developmental Psychology, 37(4), 464–474. DOI: 10.1037/0012‐1649.37.4.464
  • Edmonds, W. A., & Kennedy, T. D. (2016). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications, Inc. DOI: 10.4135/9781071802779.
  • Embury, P. (2013). Resiliency scales for children and adolescent: theory, research, and clinical application. P. Embury & D. H. SakIofske (eds.). In Resilience in children, adolescents, and adults: translating research into practice (pp. 19-44). Springer . DOI: 10.1007/978-1-4614-4939-3_3
  • Ernst, J. & Burcak, F. (2019). Young children’s contributions to sustainability: the influence of nature play on curiosity, executive functions, creative thinking, and resilience. Sustainability, 11(5). DOI: 10.3390/su11154212
  • Faas, S., Wu, S. & Geiger, S. (2017). The importance of play in early childhood education: A critical perspective on current policies and practices in Germany and Hong Kong. Global Education Review, 4 (2), 75-91.
  • Fellin, L. C., Callaghan, J. E. M., Alexander, J. H., Mavrous, S., & Harrison-Breed, C. (2019). Child’s Play? Children and Young People’s Resistances to Domestic Violence and Abuse. Children & Society, 33, 126-141. DOI: 10.1111/chso.12302
  • Folostina, R., Tudorache, L., Michel, T. Erzsebet, B., Agheana, V. & Hocaoglu, H. (2015). Using play and drama in developing resilience in children at risk. Social and Behavioral Sciences, 197, 2362-2368. DOI: 10.1016/j.sbspro.2015.07.283.
  • Frydenberg, E., Deans, J. & Liang, R. (2019). Parents and children’s coping: building resilience and wellbeing in the early years. Social Indicators Research, 145(2), 629-640. DOI: 10.1007/s11205-017-1752-8
  • Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining healthy parent-child bonds. Pediatrics, 119(1), 182-191. DOI: 10.1542/peds.2011-2953,
  • Gray, P. (2009). Play as a foundation for hunter-gatherer social existence. American Journal of Play, 1, 476-522.
  • Gull, C., Levenson Goldstein, S., ve Rosengarten, T. (2017). Benefits and risks of tree climbing on child development and resiliency. International Journal of Early Childhood Environmental Education, 5(2), 10-29.
  • Harris, K. I. (2016). Heroes of resiliency and reciprocity: teachers’ supporting role for reconceptualizing superhero play in early childhood settings. Pastoral Care in Education, 34 (4), 202-217.
  • Huey, S. J., & Weisz, J. R. (1997). Ego control, ego resiliency, and the Five-Factor model as predictors of behavioral and emotional problems in clinic-referred children and adolescents. Journal of Abnormal Psychology, 106, 404–415. DOI: 10.1037/0021-843X.106.3.404
  • Klohnen, E. C. (1996). Conceptual analysis and measurement of the construct of ego-resiliency. Journal of Personality and Social Psychology, 70, 1067–1079. DOI: 10.1037/0022-3514.70.5.1067
  • Llyod, B., & Howe, N. (2003). Solitary play and convergent and divergent thinking skills in preschool children. Early Childhood Research Quarterly. 18, 1, 22-41.
  • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562. DOI: 10.1111/1467-8624.00164
  • Mawarpury, M. (2018). Play: How to build children’s resılience. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), December 3-4, 2018, Anjong Mon Mata, Banda Aceh, Indonesia. 196-201.
  • Migliarese, N. L. (2008). Researching the child ~ Nature connection. California State Parks.
  • Nijhof, S. L., Vinkers, C. H., Van Geelen, S. M., Duijff, S. N., Marijke Achterberg, E. J., Van der Net, J., Veltkamp, R. C., Grootenhuis, M. A., Van de Putte, W. M., Hillegers, M. H. J., Van der Brug, A. W., Wierenga, C. J., Benders, M. J. N. L., Engels, R. J. M. L., Van der Ent, C. K., Vanderschuren, L. J. M. L., & Lesscher, H. M. B. (2018). Healthy play, better coping: The importance of play for the development of children in health and disease. Neuroscience & Biobehavioral Reviews, 95, 421-429. 10.1016/j.neubiorev.2018.09.024
  • Önder, A., & Gülay, H. (2010). Reliability and validity of the Teacher Rating Scale of School Adjustment for 5-6 years of children. International Online Journal of Educational Sciences, 2(1), 204-224.
  • Önder, A. & Gülay-Ogelman, H. (2011). The Reliability-Validity Study for the Ego Resiliency Scale (Teacher-Mother-Father Forms) for Children Aged between 5 and 6. Uluslararası Hakemli Akademik Sosyal Bilimler Dergisi, 2(1), 5-21.
  • Panksepp, J., & Scott, E. L. (2012). Reflections on rough and tumble play, social development, and attention-deficit hyperactivity disorders. In A. L. Meyer & T. P. Gullotta (Eds.), Physical activity across the lifespan (Vol. 12, pp. 23–40). New York, NY: Springer.
  • Pearce, C. (2011). A short introduction to promoting resilience in children. London: Jessica Kinglsley Publishers.
  • Rubin, K. H. & Coplan, R. J. (1998). Social and nonsocial play in childhood: An individual differences perspective. S. Olivia & B. Spodek (Eds.). In Multiple perspectives on play in early childhood education (pp. 147-170). Suny Press.
  • Rubin, K. H. (1982). Nonsocial play in preschoolers: Necessary evil? Child Development, 53, 651–657. DOI: 10.2307/1129376
  • Southwick, S. M. & Charney, D. S. (2012). Resilience: The Science of Mastering Life’s Greatest Challenges. Cambridge University Press.
  • Taylor, Z. E., Ruiz, Y., & Nair, N. (2019). A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers. Social Development, 28, 200-217. DOI: 10.1111/sode.12328
  • Waller, M.A. (2001). Resilience in ecosystemic context: Evolution of the concept. American Journal of Orthopsychiatry, 71(3), 290-297. DOI:10.1037/0002-9432.71.3.290

Küçük Çocuklarda Psikolojik Dayanıklılık ve Oyun Davranışları

Year 2023, Volume: 21 Issue: 1, 1 - 12, 28.03.2023
https://doi.org/10.18026/cbayarsos.1034869

Abstract

Psikolojik dayanıklılık insanın stres ve zorluklarla başa çıkma kapasitesidir. Bu çalışmanın amacı küçük çocukların psikolojik dayanıklılık düzeylerinin çocukların oyun davranışları üzerindeki yordayıcı etkisini belirlemektir. Bu amaç doğrultusunda çalışma 51-71 aylık (M=68.10; SS=4.63) 677 (K: 306; E:371) çocuk ile yürütülmüştür. Nicel araştırma yöntemlerinden ilişkisel tarama modelinde gerçekleştirilen araştırma, kolay ulaşılabilir örnekleme yöntemi kullanılarak ulaşılan 677 çocukla gerçekleştirilmiştir. Ego Sağlamlığı Ölçeği ve Okul Öncesi Oyun Davranışları Ölçeği kullanılarak elde edilen veriler, çocukların psikolojik dayanıklılık düzeylerinin çocukların oyun davranışları üzerindeki etkisini belirlemek amacıyla basit doğrusal regresyon analizi kullanılarak analiz edilmiştir. Araştırm anın sonucunda çocukların psikolojik dayanıklılık düzeylerinin sosyal oyun, yalnız pasif oyun, itiş-kakış oyunu ve sessiz oyun davranışlarını istatistiki olarak anlamlı düzeyde yordadığı görülmüştür. Psikolojik dayanıklılık düzeyi ile çocukların yalnız aktif oyunları arasında ise olumlu bir ilişki olduğu ancak bu ilişkinin istatistiki olarak anlamlı olmadığı bulunmuştur. Bu bulgular doğrultusunda küçük çocukların psikolojik dayanıklılıkları oyun davranışlarını olumlu yönde etkileyebilmektedir.

References

  • Alharbi, M. O. & Alzahrani, M. M. (2020). The Importance of Learning Through Play in Early Childhood: Reflection on “The Bold Beginnings Report”. International Journal of the Whole Child, 5(2), 9-17.
  • Anderson-McNamee, J. K., & Bailey, S. J. (2010). The importance of play in early childhood development. Montana State University Extention, 4(10), 1-4.
  • Bayındır, D., Balaban Dağal, A., & Önder, A. (2018). Türkiye’deki 60-72 Aylık Çocuklarda Duygu Düzenleme Becerilerinin Ego Sağlamlık Düzeylerine Göre İncelenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 29, 377-400. DOI: 10.14520/adyusbd.387131
  • Block J. H., & Block J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In: Collins WA (Ed.) Minnesota Symposia on Child Psychology, 13. Erlbaum; Hillsdale, NJ: pp. 39–101.
  • Breslin, D. (2005). Children's capacity to develop resiliency: How to nurture it. Young Children, 61, 47–52.
  • Bruce, T. (2018). The importance of play. In C. Trevarthen, J. Delafield-Butt, & A. W. Dunlop (Eds.), The child's curriculum: Working with the natural values of young children (pp. 39– 58). Oxford, UK: Oxford University Press.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö., Karadeniz, A., & Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: Pegema Yayınları.
  • Capurso M., & Pazzagli C. 2016. Children’s Health Care Play as a coping strategy?: A review of the relevant literature. Children’s Health Care 45, 39–66. DOI: 10.1080/02739615.2014.948163
  • Causadias, J. M., Salvatore, J. E., & Sroufe, L. A. (2012). Early patterns of self‐regulation as risk and promotive factors in development: A longitudinal study from childhood to adulthood in a high‐risk sample. International Journal of Behavioral Development, 36, 293–302. DOI: 10.1177/0165025412444076
  • Cefai, C. (2008). Promoting resilience in the classroom: a guide to developing pupils’ emotional and cognitive skills. London: Jessica Kingsley Publishers.
  • Choo, M. S., Xu, Y., & Haron, P. F. (2011). Subtypes of Nonsocial Play and Psychosocial Adjustment in Malaysian Preschool Children. Social Development, 21 (2), 294-312. DO: 10.1111/j.1467-9507.2011.00630.x
  • Coplan, R. J. & Rubin, K. H. (1998). Exploring and Assessing Nonsocial Play in the Preschool: The Development and Validation of Preschool Play Behavior Scale. Social Development, 7 (1), 72-91. DOI: 10.1111/1467-9507.00052
  • Coplan, R. J., Ooi, L. L., Rose-Krasnor, L., & Nocita, G. (2014). ‘I Want to Play Alone’: Assessment and Correlates of Self-Reported Preference for Solitary Play in Young Children. Infant and Child Development, 23, 229-238. DOI: 10.1002/icd.1854
  • Coplan, R. J., Gavinski‐Molina, M. H., Lagacé‐Séguin, D. G., & Wichmann, C. (2001). When girls versus boys play alone: Nonsocial play and adjustment in kindergarten. Developmental Psychology, 37(4), 464–474. DOI: 10.1037/0012‐1649.37.4.464
  • Edmonds, W. A., & Kennedy, T. D. (2016). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications, Inc. DOI: 10.4135/9781071802779.
  • Embury, P. (2013). Resiliency scales for children and adolescent: theory, research, and clinical application. P. Embury & D. H. SakIofske (eds.). In Resilience in children, adolescents, and adults: translating research into practice (pp. 19-44). Springer . DOI: 10.1007/978-1-4614-4939-3_3
  • Ernst, J. & Burcak, F. (2019). Young children’s contributions to sustainability: the influence of nature play on curiosity, executive functions, creative thinking, and resilience. Sustainability, 11(5). DOI: 10.3390/su11154212
  • Faas, S., Wu, S. & Geiger, S. (2017). The importance of play in early childhood education: A critical perspective on current policies and practices in Germany and Hong Kong. Global Education Review, 4 (2), 75-91.
  • Fellin, L. C., Callaghan, J. E. M., Alexander, J. H., Mavrous, S., & Harrison-Breed, C. (2019). Child’s Play? Children and Young People’s Resistances to Domestic Violence and Abuse. Children & Society, 33, 126-141. DOI: 10.1111/chso.12302
  • Folostina, R., Tudorache, L., Michel, T. Erzsebet, B., Agheana, V. & Hocaoglu, H. (2015). Using play and drama in developing resilience in children at risk. Social and Behavioral Sciences, 197, 2362-2368. DOI: 10.1016/j.sbspro.2015.07.283.
  • Frydenberg, E., Deans, J. & Liang, R. (2019). Parents and children’s coping: building resilience and wellbeing in the early years. Social Indicators Research, 145(2), 629-640. DOI: 10.1007/s11205-017-1752-8
  • Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining healthy parent-child bonds. Pediatrics, 119(1), 182-191. DOI: 10.1542/peds.2011-2953,
  • Gray, P. (2009). Play as a foundation for hunter-gatherer social existence. American Journal of Play, 1, 476-522.
  • Gull, C., Levenson Goldstein, S., ve Rosengarten, T. (2017). Benefits and risks of tree climbing on child development and resiliency. International Journal of Early Childhood Environmental Education, 5(2), 10-29.
  • Harris, K. I. (2016). Heroes of resiliency and reciprocity: teachers’ supporting role for reconceptualizing superhero play in early childhood settings. Pastoral Care in Education, 34 (4), 202-217.
  • Huey, S. J., & Weisz, J. R. (1997). Ego control, ego resiliency, and the Five-Factor model as predictors of behavioral and emotional problems in clinic-referred children and adolescents. Journal of Abnormal Psychology, 106, 404–415. DOI: 10.1037/0021-843X.106.3.404
  • Klohnen, E. C. (1996). Conceptual analysis and measurement of the construct of ego-resiliency. Journal of Personality and Social Psychology, 70, 1067–1079. DOI: 10.1037/0022-3514.70.5.1067
  • Llyod, B., & Howe, N. (2003). Solitary play and convergent and divergent thinking skills in preschool children. Early Childhood Research Quarterly. 18, 1, 22-41.
  • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562. DOI: 10.1111/1467-8624.00164
  • Mawarpury, M. (2018). Play: How to build children’s resılience. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), December 3-4, 2018, Anjong Mon Mata, Banda Aceh, Indonesia. 196-201.
  • Migliarese, N. L. (2008). Researching the child ~ Nature connection. California State Parks.
  • Nijhof, S. L., Vinkers, C. H., Van Geelen, S. M., Duijff, S. N., Marijke Achterberg, E. J., Van der Net, J., Veltkamp, R. C., Grootenhuis, M. A., Van de Putte, W. M., Hillegers, M. H. J., Van der Brug, A. W., Wierenga, C. J., Benders, M. J. N. L., Engels, R. J. M. L., Van der Ent, C. K., Vanderschuren, L. J. M. L., & Lesscher, H. M. B. (2018). Healthy play, better coping: The importance of play for the development of children in health and disease. Neuroscience & Biobehavioral Reviews, 95, 421-429. 10.1016/j.neubiorev.2018.09.024
  • Önder, A., & Gülay, H. (2010). Reliability and validity of the Teacher Rating Scale of School Adjustment for 5-6 years of children. International Online Journal of Educational Sciences, 2(1), 204-224.
  • Önder, A. & Gülay-Ogelman, H. (2011). The Reliability-Validity Study for the Ego Resiliency Scale (Teacher-Mother-Father Forms) for Children Aged between 5 and 6. Uluslararası Hakemli Akademik Sosyal Bilimler Dergisi, 2(1), 5-21.
  • Panksepp, J., & Scott, E. L. (2012). Reflections on rough and tumble play, social development, and attention-deficit hyperactivity disorders. In A. L. Meyer & T. P. Gullotta (Eds.), Physical activity across the lifespan (Vol. 12, pp. 23–40). New York, NY: Springer.
  • Pearce, C. (2011). A short introduction to promoting resilience in children. London: Jessica Kinglsley Publishers.
  • Rubin, K. H. & Coplan, R. J. (1998). Social and nonsocial play in childhood: An individual differences perspective. S. Olivia & B. Spodek (Eds.). In Multiple perspectives on play in early childhood education (pp. 147-170). Suny Press.
  • Rubin, K. H. (1982). Nonsocial play in preschoolers: Necessary evil? Child Development, 53, 651–657. DOI: 10.2307/1129376
  • Southwick, S. M. & Charney, D. S. (2012). Resilience: The Science of Mastering Life’s Greatest Challenges. Cambridge University Press.
  • Taylor, Z. E., Ruiz, Y., & Nair, N. (2019). A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers. Social Development, 28, 200-217. DOI: 10.1111/sode.12328
  • Waller, M.A. (2001). Resilience in ecosystemic context: Evolution of the concept. American Journal of Orthopsychiatry, 71(3), 290-297. DOI:10.1037/0002-9432.71.3.290
There are 41 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Hülya Gülay Ogelman 0000-0002-4245-0208

Seda Sarac 0000-0002-4598-4029

Tuğba Abanoz 0000-0001-8905-4002

Publication Date March 28, 2023
Published in Issue Year 2023 Volume: 21 Issue: 1

Cite

APA Gülay Ogelman, H., Sarac, S., & Abanoz, T. (2023). Küçük Çocuklarda Psikolojik Dayanıklılık ve Oyun Davranışları. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 21(1), 1-12. https://doi.org/10.18026/cbayarsos.1034869