60-72 Ay Arası Utangaç Çocuklara Uygulanan Oyunla Müdahale Programının Utangaçlık Üzerindeki Etkisi

Abstract

The aim of this study was to examine the effects of the Play-Based Intervention Program for Shy Children on group adjustment, emotion regulation, self-expression, peer relationships, and play behaviors among shy children aged 60–72 months attending preschool education institutions. The study employed a concurrent mixed-methods design. The study group consisted of 18 shy children attending preschool education institutions affiliated with the Ministry of National Education in Tuzla, Istanbul, during the 2024–2025 academic year. Nine children were assigned to the experimental group and nine to the control group. The experimental group participated in a play-based intervention program implemented by the researcher once a week for 12 weeks, while the control group continued their regular education program without receiving any intervention. The experimental group’s play behaviors were observed during free-play periods once a week on a day other than the intervention day. Data were collected using the “Personal Information Form”, “Child Social Preference Scale-3”, “Behavioral Inhibition Questionnaire”, “Preschool Play Behavior Scale”, “Play Observation Form”, and “Parent Diary”. Quantitative data were analyzed using the Mann–Whitney U and Wilcoxon Signed-Rank tests, while qualitative data were examined through thematic analysis. The findings revealed reductions in the experimental group’s avoidance behaviors toward social and situational novelty, as well as in shyness and asocial behaviors. Solitary-passive and solitary-active play behaviors decreased, whereas social play behaviors increased. Researcher observations and parent diaries supported the quantitative findings, demonstrating a decrease in shy behaviors throughout the intervention. Parents also reported improvements in their children’s social behaviors outside the school environment.