The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children

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  • Source:
    International Journal of Instruction, v12 n3 p237-252 Jul 2019. 16 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1220218
      International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
    • Peer Reviewed:
      Y
    • ISSN:
      1694-609X
    • Subject Terms:
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      The purpose of this study was to examine the effect of a structured, playful activity program on the development of social skills in kindergarten children during break time in the schoolyard. Twenty eight boys and thirty two girls aged from 5 to 6 years old consisted the sample of the present study. The participants were randomly divided into two groups the treatment and the control group respectively. The experimental group participated in a 4 weeks playful program while control group didn't participate in any kind of structured activity. Data were gathered through observations and videotaped recordings of the students in the schoolyard during breaks. The researcher coded children's behaviours from video recordings and completed the Social Skills Rating System (SSRS) for each child, before and after interventional program. Results demonstrated that there was statistically significant difference between the degree of development in students' social skills during breaks and their participation in a structured programme of playful activities in the schoolyard.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      16
    • Education Level:
      Early Childhood Education; Elementary Education; Kindergarten; Primary Education
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1220218
  • Citations
    • ABNT:
      LOUKATARI, P. et al. The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children. International Journal of Instruction, [s. l.], v. 12, n. 3, p. 237–252, 2019. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220218&custid=s8280428. Acesso em: 5 dez. 2019.
    • AMA:
      Loukatari P, Matsouka O, Papadimitriou K, Nani S, Grammatikopoulos V. The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children. International Journal of Instruction. 2019;12(3):237-252. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220218&custid=s8280428. Accessed December 5, 2019.
    • APA:
      Loukatari, P., Matsouka, O., Papadimitriou, K., Nani, S., & Grammatikopoulos, V. (2019). The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children. International Journal of Instruction, 12(3), 237–252. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220218&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Loukatari, Paschalio, Ourania Matsouka, Katerina Papadimitriou, Semina Nani, and Vasilis Grammatikopoulos. 2019. “The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children.” International Journal of Instruction 12 (3): 237–52. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220218&custid=s8280428.
    • Harvard:
      Loukatari, P. et al. (2019) ‘The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children’, International Journal of Instruction, 12(3), pp. 237–252. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220218&custid=s8280428 (Accessed: 5 December 2019).
    • Harvard: Australian:
      Loukatari, P, Matsouka, O, Papadimitriou, K, Nani, S & Grammatikopoulos, V 2019, ‘The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children’, International Journal of Instruction, vol. 12, no. 3, pp. 237–252, viewed 5 December 2019, .
    • MLA:
      Loukatari, Paschalio, et al. “The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children.” International Journal of Instruction, vol. 12, no. 3, July 2019, pp. 237–252. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220218&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Loukatari, Paschalio, Ourania Matsouka, Katerina Papadimitriou, Semina Nani, and Vasilis Grammatikopoulos. “The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children.” International Journal of Instruction 12, no. 3 (July 1, 2019): 237–52. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220218&custid=s8280428.
    • Vancouver/ICMJE:
      Loukatari P, Matsouka O, Papadimitriou K, Nani S, Grammatikopoulos V. The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children. International Journal of Instruction [Internet]. 2019 Jul 1 [cited 2019 Dec 5];12(3):237–52. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220218&custid=s8280428