Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması

Emine Ahmetoğlu; İbrahim Hakkı Acar; Neriman Aral

Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması

Year 2017, Volume: 7 Issue: 1, 0 - 0, 16.01.2017

Emine Ahmetoğlu İbrahim Hakkı Acar Neriman Aral

Abstract

Bu araştırmanın amacı Penn Etkileşimli Akran Oyun Ölçeği-Öğretmen Formunu (PIPPS-T) (Fantuzzo, Mendez ve Tighe, 1998) Türkçeye uyarlamak, ölçeğin geçerlik ve güvenirlik analizlerini yapmaktır. Penn Etkileşimli Akran Oyun Ölçeği erken çocukluk ortamlarındaki akran oyun davranışlarını öğretmenlerinin anlamaları için 32 maddelik üç boyutlu bir ölçektir. Araştırma verileri İstanbul İl Merkezinde bulunan çoğunlukla orta ve üst sosyo-ekonomik düzeyde, yaş ortalaması 60.27 (SS= 9.71) olan, okul öncesi eğitim alan, 442 çocuğun öğretmenlerinden toplanmıştır. İlk adım olarak, Penn Etkileşimli Akran Oyun Ölçeği-Öğretmen Formu dil ve kültürel açıdan Türkçeye uyarlandı. Ölçeğin geçerliliği Doğrulayıcı Faktör Analizi, alt ölçekler arası korelasyonlar ve alt-üst %27 lik grup puan farklarıyla ölçülmüştür. Ölçeğin iç güvenirliği de Cronbach’s alpha yöntemi ile hesaplanmıştır. Buna ek olarak ölçeğin diğer ölçekler ile yordayıcı geçerliliğine bakıldı. Yapılan Doğrulayıcı Faktör Analizleri sonucu ölçeğin orijinal ölçekteki gibi Oyun Etkileşimi (χ2(32) = 179.461, CFI=0.914, RMSEA=0.10, SRMR=0.04), Oyunun Bozulması (χ2(39) = 245.199, CFI=0.911, RMSEA=0.10, SRMR=0.049) ve Oyundan Kopma (χ2(24) = 149.857, CFI=0.90, RMSEA=0.10, SRMR=0.05) olmak üzere üç faktörlü bir yapıya sahip olduğu belirlenmiştir. İç güvenirlik katsayıları Oyun Etkileşimi için α=.85, Oyunun Bozulması için α=.89 ve Oyundan Kopma için α=.81 olarak bulunmuştur. Ayrıca ölçeğin öğretmen tarafından değerlendirilen sosyal gelişim ve problem davranış ölçekleriyle korelasyon göstermesi ölçeğin geçerlilik ve genelle bilinirliğini göstermiştir. Bu analizler doğrultusunda Penn Etkileşimli Akran Oyun Ölçeği-Öğretmen Formunun, geçerli, güvenilir ve Türk çocuklarına uygun olduğu kabul edilmiştir.

References

KAYNAKÇA
Ahmetoğlu, A. Acar, İ.H., & Aral, N. (2016). Reliability and Validity Study of Penn Interactive Peer Play Scale-Parent Form (PIPPS-P), International Periodical for the Languages, Literature and History of Turkish or Turkic.11(9). 31-52. DOI Number:http://dx.doi.org/10.7827/TurkishStudies.9634 ISSN: 1308-2140
Akgün, E., & Yeşilyaprak, B. (2011). The Qualitative Dimension of Mother-Child Play Interaction: An Evaluation of Mothers' Verbal Expressions. Hacettepe University Journal of Education, 40, 11-20.
Bagnato, S. J., Neisworth, J. T., & Pretti-Frontczak, K. (2010). LINKing Authentic assessment and early childhood intervention: Best measures for best practices (2nd ed.). Baltimore, MD: Paul H. Brookes Pub.
Beaty, J. J. (2013). Observing development of the young child (8th ed.). New York, NY: Pearson.
Bentler, P. M. (1990). Comparative Fit Indices in Structural Models. Psychological Bulletin, 107, 238–246.
Bentler, P. M. (1995). EQS Structural Equations Program Manual. Encino, CA: Multivariate Software.
Bledsoe, N. P., & Shepherd, J. T. (1982). A study of reliability and validity of a preschool play scale. The American Journal of Occupational Therapy, 36(12), 783-788.
Brooker, L., & Edwards, S. (Eds.). (2010). Rethinking Play. Maidenhead: Open University Press.
Browne, M. W., & Cudeck, R. (1992). Alternative Ways of Assessing Model Fit. Sociological Methods and Research, 21, 230-258. doi:10.1177/0049124192021002005
Bundy, A. C. (1993). Assessment of play and leisure: Delineation of the problem. American Journal of Occupational Therapy, 47(3), 217-222.
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
Coplan, R. J., & Rubin, K. H. (2001). Exploring and Assessing Nonsocial Play in the Preschool: The Development and Validation of the Preschool Play Behavior Scale. Social Development, 7(1), 72-91. doi:10.1111/1467-9507.00052
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları. (2. Baskı). Ankara: Pegem Akademi.
Diamond, K., & Squires, J. (1993). The role of parental report in the screening and assessment of young children. Journal of Early Intervention, 17(2), 107-115.
Dunst, C. (1986). Parent-child play scale. Unpublished doctoral dissertation, Family, Infant and Preschool Program, Western Carolina Center, Morganton, NC.
Durualp, E., & Aral, N. (2010). Altı yaşındaki çocukların sosyal becerilerine oyun temelli sosyal beceri eğitiminin etkisinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 160-172.
Dyer, S., & Moneta, G. B. (2006). Frequency of parallel, associative, and cooperative play in British Children on Different Socioeconomic Status. Social Behavior and Personality: An International Journal, 34(5), 587-592. doi:10.2224/sbp.2006.34.5.587
Edwards, S., & Brooker, L. (Eds.). (2010). Rethinking play. Maidenhead: Open University Press.
Eliot, L. (1999). What's going on in there?: How the brain and mind develop in the first five years of life. New York, NY: Bantam Books.
Elkind, D. (2001). The Hurried child. Cambridge, MA: Perseus.
Elkind, D. (2007). The power of play: How spontaneous, imaginative activities lead to happier, healthier children. Cambridge, MA: Da Capo Lifelong.
Fantuzzo, J., Manz, P., & McDermott, P. (1998). Preschool version of the social skills rating system: An empirical analysis of its use with low-income preschool children. Journal of School Psychology, 36, 199-214.
Fantuzzo, J., Mendez, J., & Tighe, E. (1998). Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 13(4), 659-676. doi:10.1016/s0885-2006(99)80066-0
Fantuzzo, J., Sekino, Y., & Cohen, H. L. (2004). An examination of the contributions of interactive peer play to salient classroom competencies for urban head start children. Psychol. Schs, 41(3), 323-336. doi:10.1002/pits.10162
Fazlıoğlu, Y., Ilgaz, G., & Papatğa, E. (2013). Oyun becerileri değerlendirme ölçeğinin geçerlik ve güvenirlik çalışması. Trakya Üniversitesi Sosyal Bilimler Dergisi, 15(1), 239-250.
Forman, G., & Hall, E. (2005). Early Childhood Research & Practice. Wondering with Children: The Importance of Observation in Early Education, 7(2). Retrieved from http://ecrp.uiuc.edu/v7n2/forman.html
Fromberg, D. P., & Bergen, D. (2006). Play from birth to twelve and beyond: Contexts, perspectives, and meanings (2nd ed.). New York, NY: Routledge.
Gündüz, G., Yağmurlu, B., & Harma, M. (2015). Self-regulation mediates the link between family context and socio-emotional competence in Turkish preschoolers. Early Education and Development, 26:5-6, 729-748. doi:10.1080/10409289.2015.985148
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Englewood Cliffs: Prentice Hall.
Hampton, V. R., & Fantuzzo, J. W. (2003). The validity of the penn interactive peer play scale with urban, low-income kindergarten children. School Psychology Review, 32(1), 77-91.
Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67(1), 1. doi:10.2307/1131681
He, J., & van de Vijver, F. (2012). Bias and equivalence in cross-cultural research. Online Readings in Psychology and Culture, 2(2). doi: 10.9707/2307-0919.1111.
Hirsh-Pasek, K., Golinkoff, R. M., & Eyer, D. E. (2003). Einstein never used flash cards: How our children really learn and why they need to play more and memorize less. Emmaus, PA: Rodale.
Kağıtçıbaşı, C. (2007). Family, self, and human development across cultures: Theory and applications. Mahwah, NJ: Lawrence Erlbaum.
Kaugars, A. S., & Russ, S. W. (2009). Assessing preschool children's pretend play: Preliminary validation of the affect in play scale-preschool version. Early Education and Development, 20(5), 733-755. doi:10.1080/10409280802545388
Kelly-Vance, L., Ryalls, B. O., & Glover, K. G. (2002). The use of play assessment to evaluate the cognitive skills of two-and three-year-old children. School Psychology International, 23(1), 69-85.
Kline, R. B., (2005). Principles and practice of structural equation modeling. The Guilford Press, New York, London
Knox, S. H. (1997). Development and current use of the Knox Preschool Play Scale. In L. D. Parham & L. S. Fazio (Eds.), Play in occupational therapy for children (pp. 35-51). St. Louis, MO: Mosby.
Koçyiğit, S., Sezer, T., & Yılmaz, E. (2015). 60-72 aylık çocukların sosyal yetkinlik ve duygu düzenleme becerileri ile oyun becerileri arasındaki ilişkinin incelenmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12-1(23), 209-218.
Kuschner, D. S. (2009). From children to red hatters: Diverse images and issues of play. Lanham, MD: University Press of America.
Ladd, G. W. (2005). Children's peer relations and social competence: A Century of Progress. New Haven: CT: Yale University Press.
Ladd, G. W., Coleman, C. C., & Kochenderfer, B. J. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment. Child Development, 68(6), 1181-1197. doi:10.1111/1467-8624.ep9712191527.
Lautamo, T., & Heikkilä, M. (2010). Inter-rater reliability of the play assessment for group settings. Scandinavian Journal of Occupational Therapy, 18(1), 3-10. doi:10.3109/11038120903480048
Leung, C-H. (2014). Validation of the penn interactive peer play scale with preschool children in low-income families in hong kong. Early Child Development and Care, 184(1),118-137, DOI: 10.1080/03004430.2013.773990
Levine, L. E., & Munsch, J. (2014). Social development in child development: an active learning approach (2nd ed.). Canada: Sage.
Linder, T. W. (2008). Transdisciplinary play-based intervention (2nd ed.). Baltimore, MD: Paul H. Brookes Pub. Co.
Lindsey, E. W., & Colwell, M. J. (2003). Preschoolers' emotional competence: Links to pretend and physical play. Merrill-Palmer Quarterly, 46(4), 565-591.
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149.
Marsh, H., & Bailey, M. (1991). Confirmatory factor analysis of multitrait-multimethod data: A comparison of alternative models. Applied Psychological Measurement, 15, 47-70.
Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391–410
McAfee, O., & Leong, D. (2010). Assessing and guiding young children’s development and learning (5th ed.). Boston, MA: Pearson.
McCune, L. (1995). A normative study of presentation play at the transition to play. Developmental Psychology, 31, 198-206.
McWayne, Sekino, Hampton, & Fantuzzo (2007). Manual for penn interactive peer play scale: Teacher and parent ratings scales for preschool & kindergarten children. University of Pennsylvania.
Merrell, K. W. (1994). Assessment of behavioral, social and emotional problems: direct and objective methods for use with children and adolescents. Psychology in Schools, 32(2), 144–145. doi: 10.1002/1520-6807(199504)
Merrell, K. W. (2003). Preschool and kindergarten behavior scales. Austin, TX: PRO-ED.
Muthen, L. K., & Muthen, B. O. (2012). Mplus: Statistical analysis with latent variables. User's guide. Los Angeles, CA: Muthen & Muthen.
Öztürk, A. (2011). Social Competence and Parent Child System in Preschool. Unpublished doctoral dissertation, Hacettepe University, Ankara.
Pankseep, J., Burgdorf, J., Gordon, N., & Turner, C. (2002). Treatment of ADHD with methylphenidate may sensitize brain substrates of desire: Implications for changes in drug abuse potential from an animal model. Consciousness and Emotion, 3(1), 7-19.
Rice, M. R. (2014, November 5). What can we learn from children’s play? Using authentic assessment in the early childhood classroom | Virginia Commonwealth University Training and Technical Assistance Center Newsletter. Retrieved June 24, 2016, from http://www.ttacnews.vcu.edu/2014/11/what-can-we-learn-from-childrens-play-using-authentic-assessment-in-the-early-childhood-classroom/
Seçer, Z., Çeliköz, N., Koçyiğit, S., Seçer, F.& Kayılı, G. (2010). Social skills and problem behaviours of children with different cognitive styles who attend preschool education. Australian Journal of Guidance and Counselling, 20(1), 91-98.
Sturgess, J. L. (1997). Current trends in assessing children's play. British Journal of Occupational Therapy, 60(9), 410-414. doi:10.1177/030802269706000908
Tabachnick, B. G., & Fidell, L. S. (2001). Using Multivariate Statistics. Boston: Allyn and Bacon.
Thorndike, R. M. & Thorndike-Christ, T. (2009). Measurement and Evaluation in Psychology and Education. Prentice Hall Publications.
Watson, M. W., & Fischer, K. W. (1980). Development of social roles in elicited and spontaneous behavior during the preschool years. Developmental Psychology, 16(5), 483-494. doi:10.1037//0012-1649.16.5.483
Westby, C. E. (2000). A scale for assessing development of children's play. In C. E. Schaefer, K. Gitlin-Weiner, & A. Sandgrund (Eds.), Play diagnosis and assessment (2nd ed.). New York, NY: Wiley.

Year 2017, Volume: 7 Issue: 1, 0 - 0, 16.01.2017

Emine Ahmetoğlu İbrahim Hakkı Acar Neriman Aral

Abstract

References

KAYNAKÇA
Ahmetoğlu, A. Acar, İ.H., & Aral, N. (2016). Reliability and Validity Study of Penn Interactive Peer Play Scale-Parent Form (PIPPS-P), International Periodical for the Languages, Literature and History of Turkish or Turkic.11(9). 31-52. DOI Number:http://dx.doi.org/10.7827/TurkishStudies.9634 ISSN: 1308-2140
Akgün, E., & Yeşilyaprak, B. (2011). The Qualitative Dimension of Mother-Child Play Interaction: An Evaluation of Mothers' Verbal Expressions. Hacettepe University Journal of Education, 40, 11-20.
Bagnato, S. J., Neisworth, J. T., & Pretti-Frontczak, K. (2010). LINKing Authentic assessment and early childhood intervention: Best measures for best practices (2nd ed.). Baltimore, MD: Paul H. Brookes Pub.
Beaty, J. J. (2013). Observing development of the young child (8th ed.). New York, NY: Pearson.
Bentler, P. M. (1990). Comparative Fit Indices in Structural Models. Psychological Bulletin, 107, 238–246.
Bentler, P. M. (1995). EQS Structural Equations Program Manual. Encino, CA: Multivariate Software.
Bledsoe, N. P., & Shepherd, J. T. (1982). A study of reliability and validity of a preschool play scale. The American Journal of Occupational Therapy, 36(12), 783-788.
Brooker, L., & Edwards, S. (Eds.). (2010). Rethinking Play. Maidenhead: Open University Press.
Browne, M. W., & Cudeck, R. (1992). Alternative Ways of Assessing Model Fit. Sociological Methods and Research, 21, 230-258. doi:10.1177/0049124192021002005
Bundy, A. C. (1993). Assessment of play and leisure: Delineation of the problem. American Journal of Occupational Therapy, 47(3), 217-222.
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
Coplan, R. J., & Rubin, K. H. (2001). Exploring and Assessing Nonsocial Play in the Preschool: The Development and Validation of the Preschool Play Behavior Scale. Social Development, 7(1), 72-91. doi:10.1111/1467-9507.00052
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları. (2. Baskı). Ankara: Pegem Akademi.
Diamond, K., & Squires, J. (1993). The role of parental report in the screening and assessment of young children. Journal of Early Intervention, 17(2), 107-115.
Dunst, C. (1986). Parent-child play scale. Unpublished doctoral dissertation, Family, Infant and Preschool Program, Western Carolina Center, Morganton, NC.
Durualp, E., & Aral, N. (2010). Altı yaşındaki çocukların sosyal becerilerine oyun temelli sosyal beceri eğitiminin etkisinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 160-172.
Dyer, S., & Moneta, G. B. (2006). Frequency of parallel, associative, and cooperative play in British Children on Different Socioeconomic Status. Social Behavior and Personality: An International Journal, 34(5), 587-592. doi:10.2224/sbp.2006.34.5.587
Edwards, S., & Brooker, L. (Eds.). (2010). Rethinking play. Maidenhead: Open University Press.
Eliot, L. (1999). What's going on in there?: How the brain and mind develop in the first five years of life. New York, NY: Bantam Books.
Elkind, D. (2001). The Hurried child. Cambridge, MA: Perseus.
Elkind, D. (2007). The power of play: How spontaneous, imaginative activities lead to happier, healthier children. Cambridge, MA: Da Capo Lifelong.
Fantuzzo, J., Manz, P., & McDermott, P. (1998). Preschool version of the social skills rating system: An empirical analysis of its use with low-income preschool children. Journal of School Psychology, 36, 199-214.
Fantuzzo, J., Mendez, J., & Tighe, E. (1998). Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 13(4), 659-676. doi:10.1016/s0885-2006(99)80066-0
Fantuzzo, J., Sekino, Y., & Cohen, H. L. (2004). An examination of the contributions of interactive peer play to salient classroom competencies for urban head start children. Psychol. Schs, 41(3), 323-336. doi:10.1002/pits.10162
Fazlıoğlu, Y., Ilgaz, G., & Papatğa, E. (2013). Oyun becerileri değerlendirme ölçeğinin geçerlik ve güvenirlik çalışması. Trakya Üniversitesi Sosyal Bilimler Dergisi, 15(1), 239-250.
Forman, G., & Hall, E. (2005). Early Childhood Research & Practice. Wondering with Children: The Importance of Observation in Early Education, 7(2). Retrieved from http://ecrp.uiuc.edu/v7n2/forman.html
Fromberg, D. P., & Bergen, D. (2006). Play from birth to twelve and beyond: Contexts, perspectives, and meanings (2nd ed.). New York, NY: Routledge.
Gündüz, G., Yağmurlu, B., & Harma, M. (2015). Self-regulation mediates the link between family context and socio-emotional competence in Turkish preschoolers. Early Education and Development, 26:5-6, 729-748. doi:10.1080/10409289.2015.985148
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Englewood Cliffs: Prentice Hall.
Hampton, V. R., & Fantuzzo, J. W. (2003). The validity of the penn interactive peer play scale with urban, low-income kindergarten children. School Psychology Review, 32(1), 77-91.
Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67(1), 1. doi:10.2307/1131681
He, J., & van de Vijver, F. (2012). Bias and equivalence in cross-cultural research. Online Readings in Psychology and Culture, 2(2). doi: 10.9707/2307-0919.1111.
Hirsh-Pasek, K., Golinkoff, R. M., & Eyer, D. E. (2003). Einstein never used flash cards: How our children really learn and why they need to play more and memorize less. Emmaus, PA: Rodale.
Kağıtçıbaşı, C. (2007). Family, self, and human development across cultures: Theory and applications. Mahwah, NJ: Lawrence Erlbaum.
Kaugars, A. S., & Russ, S. W. (2009). Assessing preschool children's pretend play: Preliminary validation of the affect in play scale-preschool version. Early Education and Development, 20(5), 733-755. doi:10.1080/10409280802545388
Kelly-Vance, L., Ryalls, B. O., & Glover, K. G. (2002). The use of play assessment to evaluate the cognitive skills of two-and three-year-old children. School Psychology International, 23(1), 69-85.
Kline, R. B., (2005). Principles and practice of structural equation modeling. The Guilford Press, New York, London
Knox, S. H. (1997). Development and current use of the Knox Preschool Play Scale. In L. D. Parham & L. S. Fazio (Eds.), Play in occupational therapy for children (pp. 35-51). St. Louis, MO: Mosby.
Koçyiğit, S., Sezer, T., & Yılmaz, E. (2015). 60-72 aylık çocukların sosyal yetkinlik ve duygu düzenleme becerileri ile oyun becerileri arasındaki ilişkinin incelenmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12-1(23), 209-218.
Kuschner, D. S. (2009). From children to red hatters: Diverse images and issues of play. Lanham, MD: University Press of America.
Ladd, G. W. (2005). Children's peer relations and social competence: A Century of Progress. New Haven: CT: Yale University Press.
Ladd, G. W., Coleman, C. C., & Kochenderfer, B. J. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment. Child Development, 68(6), 1181-1197. doi:10.1111/1467-8624.ep9712191527.
Lautamo, T., & Heikkilä, M. (2010). Inter-rater reliability of the play assessment for group settings. Scandinavian Journal of Occupational Therapy, 18(1), 3-10. doi:10.3109/11038120903480048
Leung, C-H. (2014). Validation of the penn interactive peer play scale with preschool children in low-income families in hong kong. Early Child Development and Care, 184(1),118-137, DOI: 10.1080/03004430.2013.773990
Levine, L. E., & Munsch, J. (2014). Social development in child development: an active learning approach (2nd ed.). Canada: Sage.
Linder, T. W. (2008). Transdisciplinary play-based intervention (2nd ed.). Baltimore, MD: Paul H. Brookes Pub. Co.
Lindsey, E. W., & Colwell, M. J. (2003). Preschoolers' emotional competence: Links to pretend and physical play. Merrill-Palmer Quarterly, 46(4), 565-591.
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149.
Marsh, H., & Bailey, M. (1991). Confirmatory factor analysis of multitrait-multimethod data: A comparison of alternative models. Applied Psychological Measurement, 15, 47-70.
Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391–410
McAfee, O., & Leong, D. (2010). Assessing and guiding young children’s development and learning (5th ed.). Boston, MA: Pearson.
McCune, L. (1995). A normative study of presentation play at the transition to play. Developmental Psychology, 31, 198-206.
McWayne, Sekino, Hampton, & Fantuzzo (2007). Manual for penn interactive peer play scale: Teacher and parent ratings scales for preschool & kindergarten children. University of Pennsylvania.
Merrell, K. W. (1994). Assessment of behavioral, social and emotional problems: direct and objective methods for use with children and adolescents. Psychology in Schools, 32(2), 144–145. doi: 10.1002/1520-6807(199504)
Merrell, K. W. (2003). Preschool and kindergarten behavior scales. Austin, TX: PRO-ED.
Muthen, L. K., & Muthen, B. O. (2012). Mplus: Statistical analysis with latent variables. User's guide. Los Angeles, CA: Muthen & Muthen.
Öztürk, A. (2011). Social Competence and Parent Child System in Preschool. Unpublished doctoral dissertation, Hacettepe University, Ankara.
Pankseep, J., Burgdorf, J., Gordon, N., & Turner, C. (2002). Treatment of ADHD with methylphenidate may sensitize brain substrates of desire: Implications for changes in drug abuse potential from an animal model. Consciousness and Emotion, 3(1), 7-19.
Rice, M. R. (2014, November 5). What can we learn from children’s play? Using authentic assessment in the early childhood classroom | Virginia Commonwealth University Training and Technical Assistance Center Newsletter. Retrieved June 24, 2016, from http://www.ttacnews.vcu.edu/2014/11/what-can-we-learn-from-childrens-play-using-authentic-assessment-in-the-early-childhood-classroom/
Seçer, Z., Çeliköz, N., Koçyiğit, S., Seçer, F.& Kayılı, G. (2010). Social skills and problem behaviours of children with different cognitive styles who attend preschool education. Australian Journal of Guidance and Counselling, 20(1), 91-98.
Sturgess, J. L. (1997). Current trends in assessing children's play. British Journal of Occupational Therapy, 60(9), 410-414. doi:10.1177/030802269706000908
Tabachnick, B. G., & Fidell, L. S. (2001). Using Multivariate Statistics. Boston: Allyn and Bacon.
Thorndike, R. M. & Thorndike-Christ, T. (2009). Measurement and Evaluation in Psychology and Education. Prentice Hall Publications.
Watson, M. W., & Fischer, K. W. (1980). Development of social roles in elicited and spontaneous behavior during the preschool years. Developmental Psychology, 16(5), 483-494. doi:10.1037//0012-1649.16.5.483
Westby, C. E. (2000). A scale for assessing development of children's play. In C. E. Schaefer, K. Gitlin-Weiner, & A. Sandgrund (Eds.), Play diagnosis and assessment (2nd ed.). New York, NY: Wiley.

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Journal Section	Makaleler
Authors	Emine Ahmetoğlu İbrahim Hakkı Acar Neriman Aral
Publication Date	January 16, 2017
Published in Issue	Year 2017 Volume: 7 Issue: 1

Cite

APA	Ahmetoğlu, E., Acar, İ. H., & Aral, N. (2017). Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(1).
AMA	Ahmetoğlu E, Acar İH, Aral N. Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi. January 2017;7(1).
Chicago	Ahmetoğlu, Emine, İbrahim Hakkı Acar, and Neriman Aral. “Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması”. Trakya Üniversitesi Eğitim Fakültesi Dergisi 7, no. 1 (January 2017).
EndNote	Ahmetoğlu E, Acar İH, Aral N (January 1, 2017) Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi 7 1
IEEE	E. Ahmetoğlu, İ. H. Acar, and N. Aral, “Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması”, Trakya Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 1, 2017.
ISNAD	Ahmetoğlu, Emine et al. “Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması”. Trakya Üniversitesi Eğitim Fakültesi Dergisi 7/1 (January 2017).
JAMA	Ahmetoğlu E, Acar İH, Aral N. Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 2017;7.
MLA	Ahmetoğlu, Emine et al. “Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması”. Trakya Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 1, 2017.
Vancouver	Ahmetoğlu E, Acar İH, Aral N. Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formunun Uyarlama Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 2017;7(1).

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