Izvorni znanstveni članak
https://doi.org/10.15516/cje.v25i1.4702
Does Positive Thinking Predict Positive Learning Behaviors in Preschoolers?
Çağla Gür
; Cyprus International University, Faculty of Education
Başak Eser
; Near East University, Ataturk Faculty of Education
Sažetak
This study aims to investigate the effect of the Positive Thinking Program with Multidimensional Perspectives on the learning behavior of preschool children (5 years old) and the teachers' evaluation of the program. The approaches of Positive Psychology and Philosophy for Children (P4C) were used as a basis in the development of the Positive Thinking Education activities with multidimensional perspectives. Practices of positive thinking with multidimensional perspectives are easily applied to pre-schoolers in the context of activities in science and nature, mathematics, art, music, stories, etc. Five preschool teachers and 160 children were involved in the research group (80 in the experimental group and 80 in the control group). The explanatory sequential design, one of the mixed research designs, was used as a method in the study. The quantitative data study was conducted as a quasi-experiment with a pretest-posttest control group. On the other hand, qualitative data were collected at the end of the educational process through face-to-face interviews with teachers about their evaluation. As a result of the study, it was found that the program had significant effects on the learning behavior. The teachers' assessments of the program were discussed in detail.
Ključne riječi
Hrčak ID:
303001
URI
Datum izdavanja:
29.3.2023.
Posjeta: 1.417 *