European Journal of Alternative Education Studies
ISSN: 2501-5915
ISSN-L: 2501-5915
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 1 │ 2017
doi: 10.5281/zenodo.495506
EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON
TEACHING WITH GAMES
Fikret Alıncak1,
Ahmet Yıkılmaz2,
F. Mehmet Uğurlu3
Physical Education and Sport Department,
1
Gaziantep University, Gaziantep, Turkey
Physical Education and Sport Department,
2
Bitlis University, Bitlis, Turkey
Sports Science Faculty,
3
Elazığ Universty, Elazığ, Turkey
Abstract:
For the development of preschool children, games are generally very beneficial and
effective. When we look at the education systems of the developed countries in recent
years, it is seen that the concept of game is an important activity in terms of children's
development. For most of the scientists, game is the best way to get to know and
observe the child. And it is the best way to analyze. Children gain many skills while
playing. They often learn behavior during playing such as learning, making effective
decisions, cooperation, honesty, sharing, respecting the rights of others, liking friends,
helping others. By observing the skills during the transition period to adulthood, the
child practice and perfect them through the games. This study was conducted in order
to determine the views of pre-school teachers about the teaching with games method. In
the study, it was tried to determine the general views of preschool teachers on teaching
with games, if they prefer teaching with games method, effects of game on learning,
game types used in education, until what age children are supposed to play games,
which games girls and boys play, which problems teacher encounter while having
children play games and suggestions of preschool teachers on teaching with games
method. Using the interview method which is one of the qualitative research methods
in the research, the data obtained from 50 preschool teachers working in the
kindergartens in Gaziantep province were analyzed by content analysis method. As a
result of the study, it was found that most of the preschool teachers believe games
contribute to motor, cognitive and social development of children, they are also helpful
Copyright © The Author(s). All Rights Reserved.
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
in terms of expressing themselves, they are effective since the learning is fast and
permanent with games and children adopt the rules. It was also concluded that children
have a strong memory along with their gaming activities, they develop intelligence,
children love their school and friends, and that their creative features have improved.
Therefore, it can be said that the teaching with games is an important method that
contributes to children in almost all dimensions within the development process.
However, in terms of teachers' views, physical and environmental conditions should be
improved and the necessity of providing in-service trainings in the field of play
education has emerged.
Keywords: preschool, teacher, game, teaching with games
1. Introduction
The first periods of human life are defined as critical periods by educators. The child's
definition and meaning of the outside world usually begins at this period, and the child
makes this process compatible through games “lıncak,
a
a . Especially in the
education and development of the children in the pre-school period, game is an
indispensable part of life for the child. Although the game is perceived differently by
adults, game is the most important and most serious pastime for the child. Therefore, it
is necessary to create a comfortable and safe game environment for children in terms of
their development G(l,
“ydın,
“lıncak and Tuzcuoğulları,
.
From the existence of humankind to this day, the concept of game is one of the
most satisfying sources that have continued and developed along with some changes
Tuğrul,
.
According to other learning techniques, teaching with games technique is more
effective on children. For this reason, the game is a very important educational tool for
the development of the child (“ytekin,
Gazezoğlu,
. Game activities are a
necessity for the child. The children express themselves more comfortably thanks to
games. Everything that is gained in the game process provides continuity. Therefore,
any kind of gains given to the child should be given through play (Sel, 1974). Game
activities are an effective means of coping with adverse events in the environment,
according to psychoanalytic theory (Barnett, 2013).
In Piaget's Theory of Cognitive Development, game is seen as an important tool
in improving the child's skills, in self-renewal, and in practicing their skills. According
to this theory, the game the child plays is a sign of their cognitive development (Piaget,
1962). According to Montessori, the game is one of the most important tools for the
development of the child Kayılı,
.
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
Dansky and Silverman (1973) describe the game as any behavior that is
characterized by the assimilation`s supremacy over conformity. (Gunsberg, 1983) argue
that creative features can emerge in a significant way and lead to an increase, allowing
children to play games to express themselves. The child is introduced to the concept of
game in every way (Timmons, 2003). Educational games develop some motoric features
and psychological and social behaviors inherent in the game “yan et al.,
a
a Zengin et al.,
Yıkılmaz et al.,
“lıncak,
. “ccording to Marsell
,
game is the most important way to prepare the child for the future adulthood.
In all parts of the world, especially in the early childhood period, game is seen as
the center of direct education programs and is regarded as the most effective tool in the
implementation and planning of the process. One of the most basic principles of preschool education in our country is game-based, as it is in many countries. According to
the Ministry of National Education's Pre-School Education Program, "The child learns
through the game, recognizes the world they are in through the play, expresses himself during
the game, and acquires a number of creative features and skills while playing the game (MEB,
2013).
Learning through game is seen as an indispensable element of pre-school
education. “ccording to many researchers conducted, it is said that carrying out the learning
process together with the game increases the efficiency of the children in a great way. The child is
often able to explain his / her needs and the emotional state in which he / she is in the game, and
has the ability to cope with problems. Thus, the child learns to communicate with the outside
world in a healthy way (Aytekin, 2001; Durualp, 2009). Game activities are an activity
process that ensures that children are satisfied with their needs (Lindon, 2001).
Huizinga (1995) states that children's chances of playing games are decreasing
day by day. The game, which is basically fun, became a trade and a competition day by
day. The "private" playground is being built when most of the children's outdoor games
require a "public" space. For this reason, most children do not have the chance to
recognize and use the external environment without parental supervision (Valentine
and McKendrick, 1997).
According to Adler (1997), and Stanley (2009), teaching with games is an
effective way to increase the academic success of children while at the same time
providing an enjoyable learning process for children. Thomas, Howard, and Miles
(2006) point out that activities carried out with game label in preschool education is
more successful for the children in their study.
In another study (Howard and McInnis, 2012), it was found that children are
more successful in attending and maintaining attention than other activities labeled
"like a game", and these are more motivationally beneficial. McInnis, Howard, Miles,
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Fikret “lıncak, “hmet Yıkılmaz, F. Mehmet Uğurlu
EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
and Crowley (2010), found the conclusion that children can distinguish between play
and non-play activities.
The influence of the play on the child and its teaching can undoubtedly not be
discussed. In general, when we look at the game concept, we see that it is not a learning
tool for children, the children do not play to learn, but learn while playing; this is
achieved by the experience Yavaşoğlu,
.
This study was prepared in order to determine the views of pre-school teachers
about the teaching with games method. For this purpose, answers of following
questions were sought.
Preschool teachers`;
1. What are the general views regarding the method of teaching with games?
2. Do they use teaching with games method?
3. What are the thoughts about the effects of the game on learning?
4. What are the kinds of games they use in teaching with games?
5. Until what age should children play games?
6. Which kind games do the girls prefer?
7. Which kind games do the boys prefer?
8. What are the problems you encounter while having the children play games?
9. What are their suggestions on teaching with games?
2. Method
In the study, the case study of qualitative research methods was used. Qualitative
research is a method that provides a flexible approach to the researcher compared to
quantitative research and offers different approaches to data collection, analysis and
research design (Gay, Mills and Airasian, 2006).
A case study is a research design that is used in situations where there is more
than one evidence or data source, the boundaries between the case and the environment
is not definite and that studies the case within its own environment Yin,
and Şimşek,
Yıldırım
.
2.1. Research Group
The open-ended questionnaire prepared to determine the views of pre-school teachers
about the method of teaching with games was applied to 50 pre-school teachers
working in official kindergartens under Gaziantep provincial National Education
Directorate. The data related to the research group are given in Table 1.
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
Table 1: Personal Characteristics of the Research Group (N = 50)
Variables
Tenure
Sex
Education
Groups
n
%
1 – 5 Years
17
34
6 – 10 Years
18
36
11 – 15 Years
11
22
16 – 20 Years
2
4
21 – 30 Years
2
4
Female
39
78
Male
11
22
Bachelor
46
92
4
8
Postgraduate
N:50
Table 1 gives some personal characteristics of the research group. When we look
at the tenures of teachers participated in the study, it is seen that tenures of teachers are;
1-5 years for 17 (34%) teachers, 6-10 years for 18 (36%) teachers, 11-15 years for 11 (22%)
teachers, 16-20 years for 2 (4%) teachers, 21-30 years for 2 (4%) teachers. Looking at the
sexes, it can be seen that 39 (78%) of teachers are female and 11 (22%) of teachers are
male. Education levels are found as follows; 46 (92%) of the teachers have bachelor`s
degree and 4 (8%) of the teachers have postgraduate degrees.
2.2. Preparation and Application of Open-Ended Question Form
In order to create the interview form to be used in the study, 105 pre-school teachers
were asked to write a composition about their views about teaching with games method
face-to-face. As a result of the collected compositions and the information obtained
from the related literature, a draft of the interview form was obtained. One of the logical
ways to test the validity of the scope of the measurement tool prepared for the research
is to ask for an expert`s opinion (Büyüköztürk, 2006). The interview form was presented
to the experts and the necessary corrections were made in line with the opinions
received and the final form was given to the interview form consisting of 3 personal
characteristics and 9 open ended questions. The prepared questions are as follows;
Preschool teachers`;
1. What are the general views regarding the method of teaching with games?
2. Do they use teaching with games method?
3. What are the thoughts about the effects of the game on learning?
4. What are the kinds of games they use in teaching with games?
5. Until what age should children play games?
6. Which kind games do the girls prefer?
7. Which kind games do the boys prefer?
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
8. What are the problems you encounter while having the children play games?
9. What are their suggestions on teaching with games?
The final version of the prepared interview form was applied a total of 50 preschool teachers working in Gaziantep and the data were thus collected. During the
application, the aim of the research was explained to participants and informed about
the importance of their answers. As a result of the participants' responses to the
measurement tool, multiple expressions were collected under common themes.
2.3. Analysis of Data
The data obtained from the interview form used in the study were analyzed by the
content analysis method used in the qualitative researches. In the qualitative research,
content analysis is used by creating themes indefinite in terms of theoretical sense and
sub-themes, if any, to obtain the analysis Yıldırım and Şimşek,
. The obtained data
are separately recorded, grouped and coded. These groupings and encodings are
presented to the experts in the field and they are prepared and analyzed according to
the evaluations of the experts. With the content analysis made, the themes were
determined for each question and the frequency and the percentages of the given
themes were calculated and the tables were created. Descriptive analysis was used in
the evaluation of the data. Finally, reporting was made and findings were presented.
3. Findings and Comment
This section includes the findings of interviews conducted with teachers in order to
determine the views of preschool teachers working in kindergartens under the Ministry
of National Education on teaching with games.
Table 2: The distribution of general views of the research group
on teaching with games
Themes
n
%
Learning and knowledge becomes permanent
34
16.8
Learning is faster and easier
33
16.3
Learning is fun and enjoyable
27
13.3
Beneficial in terms of child development
18
8.9
The child likes the school and their friends thanks to games
13
6.4
Thanks to game, language and speaking skills of the child develops
12
5.9
Game is indispensable for the child
11
5.4
Game improves the inner world of the child
10
4.9
Game develops the create characteristics of the child
10
4.9
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
Game improves the attention and motivation of the child
10
4.9
Game socializes the child
10
4.9
Other courses should also be taught with games
8
3.9
The child learns the rules thanks to games
7
3.5
203
100
Total
In the table 2, the distribution of general views of the research group on teaching
with games is given. When considering the participants' general views about the
method of teaching with games, there are 13 themes. Participants were seen to express
more than one theme.
These themes are, according to their percentages; learning and knowledge
becomes permanent (16.8%), learning is faster and easier (16.3%), learning is fun and
enjoyable (13.3%), beneficial in terms of child development (8.9%), the child likes the
school and their friends thanks to games (6.4%), thanks to game, language and speaking
skills of the child develops (5.9%), game is indispensable for the child (5.4%), game
improves the inner world of the child (4.9%), game develops the create characteristics of
the child (4.9%), game improves the attention and motivation of the child (4.9%), game
socializes the child (4.9%), other courses should also be taught with games (3.9%) the
child learns the rules thanks to games (3.5%).
Table 3: The distribution of opinions of research group on their preferences
about teaching with games
Themes
n
%
39
78
We sometimes teach with games
7
14
We teach with games depending on the subject
4
8
50
100
We always teach with games
Total
In Table 3, the distribution of opinions of research group on their preferences
about teaching with games is given. 3 themes are found in the distribution of opinions
of participants on their preferences about teaching with games. According to this, it is
found that 39 teachers (78%) always teach with games, 7 teachers (14%) sometimes
teach with games and 4 teachers (8%) teach with games depending on the subject of the
course.
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
Table 4: The distribution of views of research group
on the effect of games on learning
Themes
N
%
Yes, game has effects on learning
50
25.3
In some courses, learning becomes permanent and effective
46
23.3
Learning is faster and easier
42
21.3
Learning is done through fun
35
17.6
It develops intelligence
7
3.5
It improves the fantasy world of the child
7
3.5
It increases attention and motivation
6
3
It increase thinking skills
5
2.5
198
100
Total
In the table 4, the distribution of general views of the research group on effect of
games on learning is given. 8 these were found from the views of participants on effects
of game on learning. Participants were seen to express more than one theme.
According to the percentages of these themes; yes, game has effects on learning
(25.3%), in some courses, learning becomes permanent and effective (23.3%), learning is
faster and easier (21.3%), learning is done through fun (17.6%), it develops intelligence
(3.5%), it improves the fantasy world of the child (3.5%), it increases attention and
motivation (3%), it increase thinking skills (2.5%) are found to be highlighted.
Table 5: The distribution of views of research group on games types used in teaching
Themes
N
%
Games with rules
27
10.5
Group games
26
10.1
Drama and role playing games
26
10.1
Games with music and songs
26
10.1
Traditional games
23
8.8
Games with balls
22
8.5
Finger games
22
8.5
Thinking and thinking-boosting games
21
8.1
Relaxing games
11
4.2
Games played in classroom and garden
11
4.2
Teaching and fun games
9
3.4
Memory games
8
3
Improvisatory games
8
3
Competitive games
8
3
Cluster games
4
1.5
Individual games
4
1.5
Rhythmic counting games
4
1.5
260
100
Total
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
In Table 5, the distribution of views of research group on games types used in
teaching is given. 17 these were found from the views of participants on game kinds
used in teaching. Participants were seen to express more than one theme. These themes
are found as following, according to their percentages; games with rules (10.5%), group
games (10.1%), drama and role playing games (10.1%), games with music and songs
(10.1%), traditional games (8.8%), games with balls (8.5%), finger games (8.5%), thinking
and thinking-boosting games (8.1%), relaxing games (4.2%), games played in classroom
and garden (4.2%), teaching and fun games (3.4%), memory games (3%), improvisatory
games (3%), competitive games (3%), cluster games (1.5%), individual games (1.5%),
rhythmic counting games (1.5%).
Table 6: The distribution of data of research group on until what
age children should play games
Themes
N
%
Games have no age limit
37
51.4
Anyone can play games at any age
19
26.4
Anyone can play games until they want
8
11.1
Games can be played until secondary school
8
11.1
72
100
Total
In table 6, the distribution of data of research group on until what age children
should play games is given. 4 themes were found from the views of the participants on
until what age children should play games. Participants were seen to express more than
one theme. According to percentages of these themes; games have no age limit (51.4%),
anyone can play games at any age (26.4%), anyone can play games until they want
(11.1%), games can be played until secondary school (11.1%) themes are highlighted.
Table 7: The distribution of views of research group on what games girls prefer
Themes
N
%
Playing house
32
34
Games with music and songs
21
22.4
Stationary games
12
12.7
Drama and role playing games
11
11.7
Skipping rope
10
10.7
8
8.5
94
100
Hopscotch
Total
In Table 7, the distribution of views of research group on what games girls prefer
is given. 6 themes were found from views of research group on what games girls prefer.
Participants were seen to express more than one theme. According to percentages of
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Fikret “lıncak, “hmet Yıkılmaz, F. Mehmet Uğurlu
EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
these themes; playing house (34%), games with music and songs (22.4%), stationary
games (12.7%), drama and role playing games (11.7%), skipping rope (10.7%),
hopscotch (8.5%) themes are highlighted.
Table 8: The distribution of views of research group on what games boys prefer
Themes
N
%
Competitive games
22
18.9
Detective games
21
18.1
Car games
18
15.5
Moving games
17
14.7
Football
16
13.8
Block games
14
12.1
8
6.9
116
100
Animal figured games
Total
In Table 8, the distribution of views of research group on what games boys prefer
is given. 7 themes were found from views of research group on what games boys prefer.
Participants were seen to express more than one theme. According to the percentages of
these themes; competitive games (18.9%), detective games (18.1%), car games (15.5%),
moving games (14.7%), football (13.8%), black games (12.1%), animal figured games
(6.9%) themes are highlighted.
Table 9: The distribution of views of research group on problems encountered
while playing games
Themes
N
%
Insufficient physical and environmental conditions
23
21.7
Children do not obey to the rules
22
20.8
Fear of losing while playing
18
16.7
Boredom and involuntariness while playing
12
11.3
Ambition to win
9
8.5
Ego centrism
8
7.6
I do not have any problems
8
7.6
Role distribution
3
2.9
Unwillingness to share
3
2.9
106
100
Total
In Table 9, the distribution of views of research group on problems encountered
while playing games is given. 9 themes were found from views of research group on
problems encountered while playing games. Participants were seen to express more
than one theme. From these themes, according to their percentages; insufficient physical
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
and environmental conditions (21.7%), children do not obey to the rules (20.8%), fear of
losing while playing (16.7%), boredom and involuntariness while playing (11.3%),
ambition to win (8.5%), ego centrism (7.6%), I do not have any problems (7.6%), role
distribution (2.9%), unwillingness to share (2.9%) these were found.
Table 10: The distribution of views of research group on their suggestion
on teaching with games
Themes
n
%
Physical and environmental conditions should be improved
23
24.4
In-service trainings should be given in physical training and playing fields
22
23.4
Games in the curriculum should be varied
20
21.3
Necessary course materials should be provided
18
19.2
Other courses should also be taught with games
11
11.7
Total
94
100
In Table 10, the distribution of views of research group on their suggestion on
teaching with games is given. When considering the participants' suggestions about the
method of teaching with games, there are 5 themes. Participants were seen to express
more than one theme. According to percentages of these themes; insufficient physical
and environmental conditions (24.4%), in-service trainings should be given in physical
training and playing fields (23.4%), games in the curriculum should be varied (21.3%),
necessary course materials should be provided (19.2%), other courses should also be
taught with games (11.7%) themes are highlighted.
4. Results, Suggestions and Discussions
In this section of the study, the results obtained from interviews with pre-school
teachers in the kindergartens of the Ministry of National Education on teaching with
games are included.
When we look at the views of the research group on teaching with games,
majority of them express that teaching and acquired knowledge are permanent thanks
to games, and learning is faster and easier. The research group also stated that thanks to
games, learning is fun and enjoyable, game is helpful in terms of child development,
children like their school and friends by participating in game activities, playing games
improves children`s language and speaking skills, game is indispensable for children, it
improves children`s inner world and creative characteristics and increases their
attention as well as socializing them, other courses should also be taught with games
and the children learn the rules thanks to games.
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
From these views, it can be said that games are helpful in terms of fast learning
and permanent knowledge acquiring, it also contributes to children`s development,
effective in terms of language and speaking skills` development and teach the children
the rules of the society along with the games.
In the studies carried out on the preschool children, it was stated that game
indexed educational programs contribute positively to the motor skills, language and
cognitive-social development of children. (Çoruh, 2004; Gül, 2006; Özdenk, 2007;
Gazezoğlu,
Durualp,
Kalaycıoğlu,
.
Ayan and Dündar (2009), argues that children express themselves easier while
playing and they have a more free and creative personality in games, therefore use of
games is indispensable in terms of children`s development for the development of
creative skills of children in educational settings.
The majority of the research group (78%) stated that they preferred teaching with
games methods in the classes. From these views, we can say that the teaching with
games method facilitates teaching for teachers. A small proportion (14%) sometimes
used the method of teaching with games and a few (8%) preferred the method of
teaching with games depending on the subject.
All of the research group stated that the games have effect on learning, majority
of them expressed that they have permanent effects on learning in some courses,
learning is faster and easier and teaching is done through fun. Even at low ratios, some
of the views suggest that the game develops intelligence and imagination, attention,
motivation and ability to think. Therefore, from the views of the vast majority of the
research group, it can be said that the game contributes greatly to the learning and it
also benefits the personal development of the students.
Fırat
, stated that in foreign language teaching with games, students are
highlighted and become active, they try to learn by application, each student
voluntarily attends the courses and the students are able to learn the vocabulary
memorize them without forgetting easily and answer the questions without any
problems.
5ren and “vcı
, in their studies, concluded that teaching with games is
more effective than traditional teaching in terms of increasing academic success in
science class.
Tural (2005), has found that teaching with games and activities in mathematics
teaching is more effective than traditional teaching in attaining behavior at the level of
"rhythmic"
counting,
natural
numbers,
addition,
subtraction,
multiplication
(comprehension and application).
When we look at the game types that research group use in their teaching, they
are as follows; games with rules, group games, drama and role playing games, games
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EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
with music and songs, traditional games, games with balls, finger games, thinking and
thinking-boosting games. The teachers participated in the study also stated that they
prefer games such as relaxing games, games played in classroom and garden, teaching
and fun games, memory games, improvisatory games, competitive games, cluster
games, individual games and rhythmic counting games.
When we look at the views of research group on until what age children should
play games, majority of the participant stated that playing games has no age limit. Some
teachers stated that anyone can play games at any age, anyone can play games until
they want and games can be played until secondary school. From these views, it can be
said that concept of game is effective and helpful in every dimension of human
development.
When we look at the views of research group on which games girls prefer, it was
observed that majority of them prefer playing house, games with music and songs
while playing games. The teachers participated in the study expressed that female
students play stationary games, drama and role playing games, jumping rope and
hopscotch. Naturally, it can be said that girls prefer calming and emotional games
instead of the ones requiring physical activities in the class.
When we look at the views of research group on which games male students
prefer, it is seen that they mostly prefer competition games and detective games. The
teachers participated in the study also stated that boys play car games, moving games,
football, block games and animal figured games in the classes. From these views, it can
be said that male students prefer games with physical activities more than female
students and in addition, they also prefer strategic games.
When we look at the views of research group on the problems they encounter
while playing games, it is seen that themes such as insufficiency of physical and
environmental conditions, children not obeying to rules and fear of losing are
highlighted.
When we look at the views of research group on their suggestion on teaching
with games, majority of the participants suggested the improvement of physical and
environmental conditions, providing in-service training to teachers in physical
education and game fields and varying the games in the curriculum. The teachers
participated in the study also remarked that necessary materials should be provided in
the courses and other courses should also be taught with games.
The first studies relating the teaching with games were conducted in fields such
as reading and writing teaching (Özenç, 2007), mathematics (Altunay, 2004; Kılıç,
Yiğit,
, computer Yağız,
, effect of game on child development in preschool
stage (Aytekin, 2001, Kaya 2011). Kaytez and Durualp (2014), in their studies, stated
that, by investigating the studies on teaching with games, preschool teachers and school
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Fikret “lıncak, “hmet Yıkılmaz, F. Mehmet Uğurlu
EVALUATION OF PRE-SCHOOL TEACHERS` OPINIONS ON TEACHING WITH GAMES
managers share the same views in terms of the effect of games on child development
and concluded that game is an effective method to be used in special education.
As a result, it was found that most of the preschool teachers believe games
contribute to motor, cognitive and social development of children, they are also helpful
in terms of expressing themselves, they are effective since the learning is fast and
permanent with games and children adopt the rules. It was also concluded that children
have a strong memory along with their gaming activities, they develop intelligence,
children love their school and friends, and that their creative features have improved.
Therefore, it can be said that the teaching with games is an important method that
contributes to children in almost all dimensions within the development process.
However, in terms of teachers' views, physical and environmental conditions should be
improved and the necessity of providing in-service trainings in the field of play
education has emerged.
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